• Korean Journal of Health Education and Promotion
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• v.15 no.2
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• pp.67-79
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• 1998

Health education is essential service of health promotion program, and health promotion is external extension of health education. However, the implementation of health education in community is not well because of lack of budget and health education specialist, deficient cognition for health promotion. Hence, introduction for the credential on health educator is to assist community and school health through the training of the specialist This study was carried out to establish the credential health educator for activation of health promotion program in Korea. In detail, this study aimed at 1) to confirm the law for health education, 2) to understand the credential on health education specialist in U. S. and the certification on other parts in Korea, 3) to establish the proper credential on health educator in Korea. Finding the results were as follows: The law on health education was Regulation on Health Promotion which has defined the health educator and responsibility of health education. In case of U. S., the credential on health education specialist has implemented since 1992, and the sort of credential on health education specialist were community health educator, public health educator, school health educator, and health promotion specialist. Therefore, major opinion to introduce the proper credential on health education in Korea were suggested: the first, establishment of educational processing on the training of specialized health educator, the second, introduction of examination on the evaluation for ability as health educator. the last. planning for application of health educator in community.

• Korean Journal of Health Education and Promotion
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• v.22 no.4
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• pp.257-273
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• 2005

Objectives: The study was to analyse health educator system of Japan and to suggest some implications to certification system of health education specialist in Korea. Methods: A content analysis carried out for the study which is an establishment the central operating organization, and curriculum of health educator system of Japan. Related documents of Japanese Association of Health Education were reviewed and personnel of the central operating body was interviewed in 2005. Result: Major findings were as follows: 1. Health educators in Japan were trained and certified through a non governmental organization, named Health Educator Training Organization in cooperation with Japanese Society of Health Education and Promotion. 2. Certification system was developed by Japanese Society of Health Education and Promotion, and health educators were certified through fulfillment of professional training and examination administered by Health Educator Training Organization. 3. The professional training sessions were held twice a year and the credential should be renewed every five years. 4. The eligibility of participation in the professional training sessions and renewal requirement were defined in the regulations of Health Educator Training Organization. 5. There were two kinds of health educators in Japan. The first one was a practical health educator, and the other was a professional health educator. The training for a professional health educator was more intensive than the practical one and consigned to a graduate school designated by Health Educator Training Organization. Conclusion: Review of operating system, clarity of operating process, and the development of renewal system of health education specialist would be necessary for the improvement of certification system in Korea.

• The Korean Journal of Rehabilitation Nursing
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• v.17 no.2
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• pp.57-63
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• 2014

Purpose: This study was to survey the recognition for the roles of health educator and knowledge about the examination system in health college students at a university located in Chungnam. Methods: The participants were 140 health college students. The survey was conducted using a questionnaire consists of 10 items. The knowledge about the examination system was checked for 9 items with a five-point scale. Recognition for the roles of health educator was divided into four categories from know very well to do not know at all. The data were analyzed using SPSS 18.0 program. Results: In this study, the mean score of knowledge about the examination system was 1.95 points out of 5, and the mean score of recognition for the roles of health educator was 3.01 points out of 4. According to the general characteristics, there were statistically significant differences in their knowledge about the examination system for health educator regarding their gender (p=.034) and grade (p<.001). Recognition for the roles of health educator showed a statistically significant difference only in their grade (p<.001). Conclusion: These results provide the basic data to prepare the necessary measures for the revitalization and promotion of the health educators.

• The Korean Journal of Emergency Medical Services
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• v.12 no.1
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• pp.27-41
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• 2008

Purpose : With increasing number of school accidents, it is crucial to find out necessity of first aid training among school health educator. This study has been conducted to have an clear idea on the demands and necessity for first aid training and what kind of training is most required from school health educator. Method : In this study, questionnaires from 87 school health educator in elementary, middle and high school health educator in the city D were analyzed. The survey was carned out from May 26, 2008 to June 7, 2008 and from the collected data, frequency, independent two samples t-test, paired T-test, one way ANOVA and pearson's correlation were conducted with SPSS 14.0. Result: 1. 51.61 % of nurse-teachers experienced emergency situations and the relations between the necessity they felt from experiencing those situations and demands for first aid training were not statistically meaningful(t=1.87, p= .175). 2. Necessity and demands for the first-aid training were checked with three point scale and there were statistical significance between the two with $2.44{\pm}.47$ and $2.24{\pm}.47$ respectively(t=3.275, p= .000). 3. 86.20%(75 persons) of the respondents have had received first aid training and the training they received were CPR 82.75%(72 persons), primary survey 81.60%(7l persons), contact to 911 79.30%(69 persons) and wounds treatment(lacerated wounds, bum and chilblains) 75.86%( 66 persons) in order. 4. As for the questions that ask on confidence of first-aid treatment, 80% answered they are confident on some limited kinds of treatments, 16% said they are confident and 4% answered they lack confidence. As for the treatment that they can show the highest confidence, wounds treatment topped the list with 93.24%, nose bleeding and removing foreign substance, and stanching followed the list with 82.43% and 81.08% respectively. 5. 97.67% of respondents said they were willing to take training and 89.62% answered to take the training to deal with emergency situations that are taking place in their schools. As for the question that asks for the most wanted treatments, CPR topped the list with 32.18%(28 persons) and treatment for obstruction of airway and shock followed the list with 35.63%(31 persons) and 27.59%(24 persons). Conclusion : Currently, first aid treatment has been centered on CPR, primary survey, contact to 119 and wounds treatment. However, since most of school health educator are fairly confident with wounds treatment, stanching and other first aids, in future training it will be more desirable to focus on CPR and treatment for obstruction of airway and shock that were shown to be most wanted by school health educator.

• Korean Journal of Health Education and Promotion
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• v.14 no.2
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• pp.185-195
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• 1997

This study is aimed to devise a development and utilization of health educator in Korea. Health education activities should be a matter of the highest priority in the health promotion program. However the health education program able to establish effectively through utilizing health educator. The histories of health education program both private and public sector in Korea was compiled in this paper. The regulations of health educators in developed countries such as U.S.A, Japan and other European countries was contemplated in terms of their roles, qualities and working sites. This study proposed positively to develop new national license of health educator in consideration of the working places and roles in Korea. The former is placed to five fields such as health center, industry, health insurance corporation, school, hospital and other health related institions, and the latter is working with high quality of planning, excuting and evaluating health education program.

• Korean Journal of Health Education and Promotion
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• v.8 no.2
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• pp.6-23
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• 1991

The method of this study is as follows : First, the interview with the civil servants concerned. Second, the review of the pertinent public ledgers. Third, the review of the existing reference. The results of this study are as follows. 1) The health education system in Korea has only the head. But it does not have the trunk and the limbs that it can move with. 2) Health educator should have the essential work that is the planning and coordinating work of intersectoral health education programs. They should also have the trust works from other sectors. 3) The proposition in the health education policy is as follows: First, the department or section of health education should be made newly in the public health organization. Second, at the level of province(Do) and county(Gun), the health educator should be stationed. Third, most training courses of health care members should involve health education subjects. Fourth, the health center at the level of county(Gun) should have a minimum material and audio-visual equipment of health education. Fifth, regular health education should be put into practice through local broadcast or CATV etc.. Sixth, school health education should be consolidated. Seventh, village health worker(nurse) should be stationed at the level of health center, so that he(she) can work as health educator. 4) The ultimate model of health education system is that of Fig. 5. But it is impossible to change the system synoptically. At first health educator should be stationed at health center. And then the system should be gradually organized.

• Journal of the Korean Society of School Health
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• v.16 no.2
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• pp.125-134
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• 2003

Purposes of this study were 1) to identify the level of role expectation and role performance for school health educators as elementary school students recognize and to compare them, and 2) to examine differences in the role expectation and performance by characteristics of students and educators. Subjects of the study were 1,433 6th grade students at 37 elementary schools in Busan. The data were collected by a structured self-administered questionnaire, measuring role expectation and performance that students recognize. The data were analyzed with descriptive statistics, t-test, and ANOVA by SPSS program. The results were summarized as follows. 1. Students' level of recognizing the role expectation was high(M=4.08) and level of the role performance was moderate to high(M=3.50) within range of 1 to 5. The students recognized role expectation greater than role performance. 2. The students' point of view for role expectation and performance for school health educators were related to several characteristics of students and school health educators. Students' levels of recognizing the role expectation and performance were higher when students were male, healthy, their academic performance was high, their level of satisfaction with their school life was high, and their level of satisfaction with using school health office was high. With characteristics of School health educators, students' level of appreciating the role expectation was higher when educators were of an older age and had a long career, and when they were fairly satisfied with their job as an educator. Students' level of recognizing the role performance was higher when educators were of a younger age, and had a small number of students at school. This indicates that there exists role conflict on students and implies that the conflict needs to be mediated, and desirable solutions to address the conflict need to be developed by school health educators.

• Journal of the Korean Society of School Health
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• v.18 no.1
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• pp.27-36
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• 2005

Purpose: This study was a descriptive research to compare the teaching status of sex education and to examine differences in understanding teaching capability for sex education between school health educators and teachers working in elementary schools. Methods: A total of 307 subjects participated in the research including 182 school health educators and 125 teachers who gave sex education in elementary schools in Busan, Korea. Data were collected using a structured self-administered questionnaire and analyzed with frequency, t-test and $\chi^2$-test using SPSS WIN (version 10.0). Results: This study found that the school health educators carried out sex education more than the teachers, and perceived a higher level of teaching capability for sex education than the teachers when they were given four areas of sex education contents: physical and psychological development; sex and health; sex, culture and ethics; and understanding of personal relationships. In addition, a larger number of school health educators perceived that they were more qualified and more highly recognized as sex educators than the teachers. Conclusions: The results suggest that the school health educators must be more active as sex educators and that sex education should be adopted as a regular course and the school hours for sex education must be secured.

• Journal of the Korean Society of School Health
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• v.21 no.1
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• pp.1-9
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• 2008

Purpose : To investigate the degree of apearance satisfaction, self-es teem and school maladjustment and the corelation among the three variables in elementary, middle and high school student. Method : The subject of this study was total 878 students of elementar y, midle, and high schol in Seoul. The data were collected through a sel f-administered questionaire f rom June, 18 to June, 29, 2007. Results : The mean of apearance satisfaction was 29.8. Apearance sati according to school, presence of parents, academic performance, and the number of friend. The mean of self-estem was 77.9. Self-esteem showed significant diferences according to grade, academic performance, and the number of friend. The mean of school maladjustment was 54.3. School maladjustment gender, academic performance, and the number of friend. In the corelation among three variables, there was a positive corelation betwen apearance satisfaction and self-esteem but there was a negative corelation betwen appearance satisfaction and school maladjustment, and also a negative corr multiple linear regresion analysis to investigate influencing factor on schol maladjustment, apearance satisfaction and self-estem were significant variables. Conclusion : We should make regular education program and provide students through school classes which help from their parents.

• Journal of the Korean Society of School Health
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• v.17 no.2
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• pp.107-114
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• 2004

Purpose: This descriptive study was conducted to compare the teaching status, utilization of the teaching materials, and the need to solve matters of sex education between the school health educators and teachers working in an elementary school in Busan. Method: 182 school health educators and 125 teachers participated in the research. Data was collected using a self-administered questionnaire, and analyzed by frequency and x2 -test using the SPSS WIN 10.0 Program. Results: While school health educators carried out most of the sex education in the extra curriculum and physical education class, teachers did in the regular curriculum and physical education class. Regarding the utilization of the teaching materials on sex education, although the majority of school health educators used the teacher's manual, only a few teachers used it. Most of the school health educators used the ICT teaching materials while only half of the teachers did. Regarding the methods to solve matters on sex education, school health educators responded that a sex-related subject should be combined with a health subject, and an independent sex-related subject was necessary. The teachers, however, responded that it was necessary to secure enough time for sex education, the sex-related subject combined with a health subject was necessary, and there is a need to designate a sex educator. Conclusion: School health educators utilized more teaching materials for sex education and suggested more active methods to solve matters related to sex education. Therefore, school health educators should be more active as sex educators, and the subject of sex education should be adopted as a regular course.