• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.609-619
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• 2021

The purpose of this study was not only to identify the level of health literacy, self-management knowledge and self-care behavior, but also to identify the relations those variables in elders with hemodialysis. The subjects of this study are 193 patients from dialysis clinics of nine hospitals in Incheon who aging over 60 years old. Data collection was conducted by using Health Literacy Scale, Self-Management Knowledge Scale, and Self-Care Behavior Scale. The data were analysed by descriptive analysis, t-test, ANOVA, and Pearson correlation coefficient using SPSS statistics 23.0 program. In the results, average score of subjects' health literacy, self-management knowledge and self-care behavior were 13.66(±2.09), 13.33(±1.85) and 63.95(±10.32), respectively. There were significant positive correlation between self-management knowledge and health literacy (r=0.37, p<.001) and reading comprehension part which is subscale in health literacy (r=.25, p=.001). Also, there was significant positive correlation between self-management knowledge and self-care behavior (r=0.15, p<.05). According to the above results, for improving the self-care behaviors in elders with hemodialysis, it is necessary to provide tailored education based on his/her level of health literacy.

• Journal of Korean Academy of Nursing
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• v.42 no.7
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• pp.1070-1078
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• 2012

Purpose: The purpose of this study was to examine the effects of a face-to-face self-management educational program on knowledge, self-care practice and kidney function in patients with chronic kidney disease (CKD) before kidney replacement therapy. Methods: This study employed a nonequivalent control group, non-synchronized design. Data were collected from 61 patients with CKD visiting an outpatient department of nephrology in a university hospital in Seoul, South Korea. The experimental group (n=31) took the pre-test, then after 3 weeks, face-to-face education and individualized consultation (1st intervention), after a week of self-practice, the 1st post-test, followed by re-enforcement education and consultation (2nd intervention), and 4 weeks later, the 2nd post-test. The control group (n=30) took the pre-test and post-tests at 4 and 8 weeks. Results: Scores for knowledge of CKD and self-care practice over time improved significantly in the experimental group compared to the control group. Kidney function did not improve significantly in the experimental group. Conclusion: Health care providers can identify various and individualized needs, and provide effective education and consultation through face to face self-management for patients with chronic irreversible illnesses. Nurses can coordinate for these program by designing and providing systematic and effective education.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.12 no.1
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• pp.58-65
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• 2005

Purpose: To investigate the level of depression and self management behavior in patients with diabetes. Method: From May to August 2004, 124 diabetic patients 18 years or older were surveyed using the Korean version of the BDI, the self-management scale by Toobert(2000) and hospital lab data for HbAl, FBS and Blood Sugar-2hr. Results: 1. Mean score on the BDI for the patients was 10.85 points. The score on the BDI was significantly higher in hyperglycemic patients than in normoglycemic patients. 2. The level of self management for the past week showed care on an average of 4.2 days. According to level of depression, patients in the normal group and patients in the mild group had significantly higher levels of self management than those in the moderate group. 3. According to level of depression, patients in the normal group had significantly lower levels of blood glucose than those in the moderate group, and for HbAlc and FBS those in the mild group had lower levels compared to those in the moderate group. 4. The factors significantly associated with level of self management were depression (25.66%) and duration of illness. Conclusion: Programs should be developed to combat depression in patients with diabetes in order to increase compliance through self care management and thus increase of blood glucose levels.

• The Journal of the Korea Contents Association
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• v.12 no.8
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• pp.215-223
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• 2012

The purpose of this study was to find whether job stress and self-efficacy influence mental fitness of care providers. The intervening variable was self-efficacy. The subjects for this study were 211 care providers. The data was conducted by structural equating model. The results of the study were as follows: The significant result out of this research model was that job stress influenced self-efficacy and self-efficacy influenced mental fitness. Job stress did not affect mental fitness, but job stress had a significant influence on mental fitness through self-efficacy. According to the results of this study, in order to improve the positive mental fitness and increase self-efficacy of care providers, we suggested that we would be required to improve working conditions of care providers.

• Journal of the East Asian Society of Dietary Life
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• v.25 no.4
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• pp.631-642
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• 2015

The purpose of the study was to examine health status and mini nutritional assessment (MNA) according to self-esteem status of elderly in care hospital. The survey was carried out from $13^{th}$ to $31^{st}$ of September, 2014 in five care hospitals. Analysis was performed for 226 subjects. Evaluation criteria included demographics, clinical status, MNA, health-related quality of life (EQ-5D) and self-esteem. The SE I, SE II and SE III groups were divided by self-esteem scores. Data were analyzed one-way ANOVA, Duncan' multiple range test and Pearson's correlation using SPSS 15.0. Education level, religion, dental condition and medical endurance type were significantly different in all groups. Many elderly people were normal BMI ($20.94{\sim}21.67kg/m^2$). Self-esteem significantly increased in order of SE I, SE II and SE III. Mobility, usual activity and anxiety or depression were significantly different in all groups, and EQ-5D of SE II and SE III groups were significantly higher than that of SE I group. Comparison of MNA screening score in elderly patients was as follows : Score for food intake, psychological stress or acute disease, neuropsychological problems, pressure scores or skin ulcer, protein intake, mode of feeding, nutritional status and health status in SE I group were significantly lower than those of SE II and SE III groups. Mobility and drug intake of SE I group were significantly lower than those of SE III groups. Fruit and vegetable intake SE I group were significantly higher than those of SE II and SE III groups. MIS (Malnutrition Indicator Score) was significantly different among the SE I, SE II and SE III groups. We conclude that self-esteem score is positively correlated with protein intake, nutrition status, health status and MIS in elderly care hospital. To improve nutritional status of elderly in care hospitals, systematic nutrition management and self-esteem education program should be implemented.

• Women's Health Nursing
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• v.6 no.1
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• pp.34-45
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• 2000

The study was to find whether the educational program contributed to increase of knowledge and self-efficacy of the postpartal primiparas. This study aimed at improvement of the educational effect for postpartal primiparas. The Subjects were 34 primiparas who were admitted to the obstetric ward in a University hospital from November 15th to December 9th, 1999. The Subjects were those who had no labor pain at the admission time, had no complications during labor and delivery and, gave birth to a healthy baby. They were tested on knowledge and self-efficacy two times, one at the admission time and prior to discharge. After the first test nurses in a maternity ward taught them on postpartal care. Two tools were developed by authors based on literature review. The test tool fr knowledge of postpartal car consisted of 23 items. The test tool for self-efficacy of postpartal care consisted of 16 items. Analysis of demographic data were analyzed with calculation of percentage. Score differences between the first test and the second test were analyzed with paired t-test. The Spss (Win 8.0) program was used for data analysis. The results are as follows. 1. There were not significant influencing general characteristics of primiparous to pre-educational knowledge. There were significant influencing general characteristics of primiparous to post-educational knowledge : occupation(t=13.04, p=0.00), postpartal education(t=5.51, p=0.02). 2. There were not significant influencing general characteristics of primiparous to pre-educational self-efficacy. There were significant influencing general characteristics of primiparous to post-educational self-efficacy : antenatal education(t=5.53, p=0.02) 3. Primiparas' knowledge of postpartal care increased significantly after education(t=13.04, p=0.00). 4. Primiparas' self-efficacy of postpartal care increased significantly after education(t=5.51, p=0.02). 5. Correlation between knowledge and self-efficacy was r=.360(p=0.03). We suggest follow-up studies to find whether primiparas' self-efficacy will last after discharge or not.

• Korean Journal of Childcare and Education
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• v.14 no.6
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• pp.257-276
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• 2018

Objective: The purpose of this study was to examine the relationship between child care teachers' emotional intelligence, communicative competence, and job stress. Methods: Four hundred and fifty child care teachers answered questionnaires on three research variables. Data were analyzed by correlation analyses and regression analyses. Results: First, child care teachers' emotional intelligence, i.e. self-emotion appraisal, others' emotion appraisal, uses of emotion, and regulation of emotion, were negatively related to job stress. Second, child care teachers' emotional intelligence, i.e. self-emotion appraisal, others' emotion appraisal, uses of emotion, and regulation of emotion, were positively associated with communicative competence. Third, child care teachers' communicative competence was negatively linked to job stress. Lastly, child care teachers' communicative competence partially mediated the relationship between self-emotion appraisal, others' emotion appraisal, regulation of emotion, and job stress, and child care teachers' communicative competence fully mediated the relationship between uses of emotion and job stress. Conclusion/Implications: This study suggests that high emotional intelligence and effective communication are important in order to reduce child care teachers' job stress.

• Journal of Korea Entertainment Industry Association
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• v.13 no.8
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• pp.551-561
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• 2019

The purpose of this study was to investigate the relationship between entrance exam stress and oral care self-efficacy in girls high school. From June to July 2018, A self-reported questionnaire was administered to 192 high school students in the G area. The data were analyzed for independent t-test, one-way ANOVA and Pearson's correlation coefficient by using SPSS/WIN 21.0 program. Among the sub-sectors of entrance exam stress, exam tension/poor was the highest with 3.07 points, followed by Insufficient spare time stress 2.83 points, future uncertainty stress 2.57 points, and parent pressure stress 2.44 points. the variables related to exam tension/poor stress were academic performance (p<.01), family income level (p<.05), Subjective oral health status(p<.05), and daily brushing frequency(p<.01). The highest level of oral care self-efficacy was 3.13 points for brushing self-efficacy, followed by dental visits 2.80 points and interdental hygiene 2.64 points. As a result of analyzing the general characteristics and oral care self-efficacy, subjects related to brushing self-efficacy were subjective oral health status, caries snacking(daily), and caries drinks(daily)(p<.01). There were negative correlations between entrance exam stress and oral care self-efficacy. The higher the entrance stress, the lower the oral care self-efficacy. To prevent oral disease and increase oral care self-efficacy of students with high entrance stress, it is necessary to provide school oral health education programs that can facilitate oral health behaviors.

• Journal of Korean Academy of Nursing
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• v.34 no.6
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• pp.934-944
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• 2004

Purpose: This meta-analysis was conducted to evaluate the effects of a self-efficacy promoting program and analyze its components. Method: The material used for this study were 18 self-efficacy promoting program studies carried out from Jan. 1980 to Oct. 2003. The studies were analyzed in differen categories: 1) types of dependent variables 2) sample characteristics 3) types of experimental treatment conditions 4) types of self-efficacy source and 5) total amount of time Result: 1) The weighted mean of a self-efficacy promoting program ranged from 1.383 to 0.015 2) for the experimental treatment condition, exercise had a much larger effect in increasing general self-efficacy and self-care than education 3) the studies using 3 sources had a much larger effect in increasing self-care than the studies using 4 sources 4) a time period longer than 900 minutes had a much larger effect in increasing specific self-efficacy, general self-efficacy and self-care than in a time period shorter than 900 minutes. 5) effect size of specific self-efficacy was significantly higher than general self-efficacy. Conclusion: These results can be used to guide the development of a self-efficacy promoting program for nursing practice.

• Korean Journal of Childcare and Education
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• v.16 no.1
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• pp.51-74
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• 2020

Objective: This study tried to find out if a teacher education program that supports professionalism for beginning child care teachers in toddler classes is effective in professionalism, self-respect, and efficacy in teaching. Methods: The study subjects were 40 beginning child care teachers in toddler classes teaching in day care centers in Seoul, Incheon, and Gwangmyeong Gyeonggi-do. They were divided into an experimental group (20 teachers) and a comparative group (20 teachers). The collected data were applied to the SPSS 22.0 program. To find homogeneity of the two groups, a t-test was conducted. To analyze an intergroup difference, ANCOVA was conducted in the way of setting a pre-test score as a covariate. Results: The experimental group which participated in the program showed more positive effects than the comparative group in terms of professionalism, self-respect, and efficacy in teaching. Conclusion/Implications: Based on the results of this study, the program is expected to be meaningful in the field of early childhood education, and to lay the foundation for beginning child care teachers in toddler classes to become experts in their field.