• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.137-144
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• 2024

This study shows the effectiveness of mental health by applying the Light of the Mind program to 45 nursing students who applied for the Human Relations class at JS University and showed 90% attendance once a week for a total of 10 sessions and 60 minutes per session. The 'Light of the Heart' program was carried out in the Simsang-Poetry therapy stage and technique, an integrated art and cultural therapy that recognizes the 'light' representing 'inner positivity'. As a result of phenomenological and qualitative analysis of the participants' descriptions, the categories of source, healing power, positive perception, self-realization, positive emotion, potential, and self-awareness were shown, and there was a statistically significant difference in the experimental group compared to the control group when analyzing before and after the resilience scale. This study is significant in that it improved the mental health of nursing students through human relations classes. It is necessary to develop and carry out various programs for the promotion of human relations and mental health of college students, and it will be helpful to the mental health of modern people by expanding this program to the general public.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.783-790
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• 2024

This study aimed to investigate the impact of arthritis self-management education on changes in arthritis-related knowledge levels and arthritis-specific self-efficacy among elderly individuals at a senior center. This study was conducted with one group pre-test and post-test design. The participants included 48 elderly individuals who utilized four senior centers, and they received arthritis self-management education for three weeks. Data analysis used a paired t-test to compare the effects before and after education. The results of the study showed that arthritis self-management education significantly increased arthritis-related knowledge (t=9.17, p<0.001) and arthritis-specific self-efficacy (t=3.96, p<0.001). There were significant differences in knowledge and self-efficacy levels by age group, with the results varying among participants aged 85 and above. These findings suggest that a three-week education program is appropriate for improving arthritis-related knowledge and self-efficacy among the elderly, and that education should be tailored to different age groups.

• The Journal of the Convergence on Culture Technology
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• v.10 no.3
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• pp.683-692
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• 2024

This study aimed to examine the effects of integrated simulation practice education for nursing college students on their communication skills, self-efficacy in learning, clinical reasoning ability, and clinical performance through a pre-post quasi-experimental design with a single group. The participants were 41 fourth-year nursing college students from a university located in G City, and the intervention took place from September to November 2023 over a period of nine weeks. The collected data were analyzed using SPSS 23.0, and the research findings are as follows. First, after simulation practice education, significant effects were observed in self-efficacy in learning (t=-2.21, p=.033), clinical reasoning ability (t=-2.97, p=.005), and clinical performance (t=-2.84, p=.007), but no significant difference was found in communication skills (t=-.224, p=.824). Second, after simulation classes for nursing students, clinical performance showed significant positive correlations with communication skills (r=.650, p<.001), self-efficacy in learning (r=.440, p<.001), and clinical reasoning ability (r=.824, p<.001). Based on these results, integrated simulation practice education for nursing students appears to be an effective educational method for enhancing their self-efficacy in learning, clinical reasoning ability, and clinical performance. To improve nursing students' clinical performance, it is necessary to operate simulation practices with various scenarios.

• The korean journal of orthodontics
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• v.34 no.3 s.104
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• pp.253-260
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• 2004

Frictional force between the orthodontic bracket and arch wire during sliding tooth movement is related to many factors, such as the size, shape and material of both the bracket and wire, ligation method and the angle formed between the bracket and wire. There have been clear conclusions drawn in regard to most of these factors, but as to the effect of bracket width on frictional force there are only conflicting studies. This study was designed to investigate the effect of bracket width on the amount of frictional forces generated during clinically simulated tooth movement. Three different widths of brackets $(0.018{\times}0.025'\;standard)$ narrow (2.40mm), medium (3.00mm) and wide (4.25mm) were used in tandem with $0.016{\times}0.022'$ stainless steel wire. Three bracket-arch wire combinations were drawn on for 4 minutes on a testing apparatus with a head speed of 0.5mm/min and tested 7 times each. To reproduce biological conditions, dentoalveolar models were designed with indirect technique using a material with similar elastic properties as periodontal ligament (PDL). In addition, to minimize the effect of ligation force, elastomer was used with added resin, which was attached to the bracket to make up for the discrepancies of bracket width. The results were as follows: 1. Maximum frictional force for each bracket-arch wire combination was: Narrow (2.40mm): $68.09\pm4.69gmf$ Medium (3.00mm): $72.75\pm4.98 gmf$ Wide (4.25mm): $72.59\pm4.54gmf$ 2. Frictional force was increased with more displacement of wire through the bracket slot. 3. The ANOVA psot-hoc test showed that the bracker width had no significant effect on frictional force when tested under clinically simulated conditions(p>0.05).

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.105-124
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• 2011

To achieve this objective, practical problem-teaching lesson plans and instructor-led teaching and learning plans were developed and integrated into the Technology Home Economics, and Human Development curricula at both academic and vocational high schools. The impact of these plans was examined, as were connections between the teaching methods and types of schools. As part of this study, a survey was conducted on 1,263 students in 46 classes at 6 randomly selected high schools: 4 academic and 2 vocational. A total of 9 teachers conducted classes for both experimental and comparative groups between October 2009 and November 2010. Pre- and post-tests were used to study the impact of the lessons on the experimental and comparative groups. In terms of data analysis and statistics processing, this study implemented mean and standard deviations, t-test, and analysis of covariance using the SPSS 12.0 program. The results of this study are as follows. The practical problem-teaching lessons produced more positive results in the students than the instructor-led lessons, in terms of their image of the elderly, their level of knowledge about them, their understanding of their need for welfare services, and preparation for Successful aging. When comparing the results by type of school, the experimental groups at academic high schools appeared to have a more positive image and better understanding of the elderly and their need for welfare services, and were better prepared for Successful aging than during their previous lessons. They also showed an increase in independence from their children in aging. As for the comparative groups, students at academic high schools showed an increase in preparation for Successful aging compared to the previous lessons. Finally, as for future research on preparation for aging in high schools, more schools should include this subject in their regular curriculum for Technology Home Economics, Human Development and Home Economics in order to generalize the results, and they need to evaluate the content. Additionally, this study suggests that new high school curricula should include lessons on preparation for aging so that students can deal successfully with our aging society.

• Journal of dental hygiene science
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• v.6 no.4
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• pp.295-302
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• 2006

This study was conducted to study the effects of the TA Theory and the TA Program, an educational testing tool developed to improve functional communication skills for dental hygienists. The results taken from the experiment using the TA program has been verified by Examination Tool for Personnel Communication developed by Chung(2001). 44 in two experimental groups and 16 in control group took part in TA Program training sessions. The experimental Group I received TA technique training session for 12 hours per day in a period of three days and Group II for 6 hours per day in a period of two days. From this experiment, the following conclusion was obtained. The results are as follows: 1) As it can be seen from the results of the examination taken prior to the experiment, the subjects of the control group and experimental groups were homogenous in all categories including self-disclosure, awareness, evaluation and acceptance of feedback, self-expression, coping with feelings, clearness, avoidance, dominance, handling of differences, and perceived acceptance. 2) After the training of TA Program was completed on Group I and II, the examination results are as follows: Control Group (1.5158), Group I (1.8260) / Control Group (1.4684), Group II (1.9985). The results of Group I and II (1.7970 and 1.9985 respectively) therefore showed a meaningful difference. 3) From the results of the experiment it is shown that dental hygienists' communication skills improved after receiving the TA Program training. Therefore TA Program may be used as an effective tool for such purpose. 4) As it can be observed from the data, Group I and II showed difference in the degree of improvements. Therefore, there needs to be a further investigation on the effects of the difference in training period. 5) This program is not only limited to the education of dental hygienists but may be widely applied to various forms of education and teaching methods.

• Radiation Oncology Journal
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• v.14 no.4
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• pp.281-290
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• 1996

Purpose : Chest irradiation leads to a significant cardiac injury in a number of patients. To prevent, or to reduce the risk of radiation-induced cardiac injury, pentoxifylline(PTX), a haemorrheologic agent that improves the blood flow through small blood capillaries has been employed. Materials and Methods : One hundred and eighty ICR mice were divided into three study groups: control, radiation alone, and radiation-pentoxifylline. Each group was subdivided into 12 subgroups: 1 3, 6 and 10 days and 2, 3, 4, 6, 8, 12, 16 and 20 weeks by observation Period after irradiation. The total 15Gy of radiation was delivered in a single fraction through anterior mediastinal port. Pentoxifylline was injected subcutaneously daily 50mg/kg to the back of the mice from the first day of irradiation throughout the observation period. The mice of each group after a certain observation period were sacrificed and sectioned for histopathologic examination of the heart. Result : The findings of acute radiation-induced carditis i.e., heterophilic infiltration and vacuolization and ballooning of endothelial cells were observed upto 6 weeks and reduced sharply afterwards. The late radiation effects including pericarditis with mononuclear cell infiltration, pericardial fibrosis, endothelial cell changes, myocardial degeneration and fibrosis present from 4 weeks onwards after irradiation but with various degree of severity. The overall process of pathologic changes of radiation-pentoxifylline group was similar to those of radiation alone group but the duration of acute stage was relatively short and the severity of late cardiac toxicity was much lesser compared with those of radiation alone group. Conclusion : Pentoxifylline can effectively reduce the late radiation-induced cardiac injury and reslve the acute effects relatively rapidly.

• Journal of Korean Home Economics Education Association
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• v.16 no.1
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• pp.63-77
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• 2004

The purpose of this study was to construct an issue-centered discussion instructional model for Home Economics and to determine its effect on middle school students' critical thinking. The research questions were posed as below. 1) The object and content of home economics in the 7th national middle school curricula are analyzed to sort out possible issues. 2) An issue-centered discussion instructional model is constructed to be applicable to middle school home economics class. and a lesson plan is prepared. 3) The effect of the issue-centered discussion instructional model developed in this study on student critical thinking faculty is examined. The findings of this study were as follows : First. seven criteria were selected to determine what types of issues were applicable to home economics lesson. Based on the selected criteria. 41 themes of issues were extracted from the 7th middle school textbooks. and their content validity was verified. Second, an issue-centered discussion instructional model was designed to deal with four themes in eight sessions in the procedure of problem raising, confirming, term defining. tentative alternative selecting, data gathering. discussing/critical approaching. and selecting/concluding. Third, two different third-year classes of K middle school in the city of Busan that consisted of 75 students were respectively selected as an experimental group and a control group, and the experiment was conducted in eight sessions for five weeks to see whether the teaching plan brought any changes to the critical mind of the students. The experimental group exposed to the issue-centered discussion lesson made a significant progress in critical thinking faculty(P＜.05). In particular. that instruction gave a favorable impact on demonstration evaluating(P＜.05). one of the critical thinking subfactors. When the students were asked to assess the issue-centered discussion lesson. most of them viewed it favorably. In the future, more research efforts should be dedicated to enhancing the practical applicability of issue-centered discussion instruction in home economics education. developing good evaluation tools about critical thinking faculty and finding out how discussion instruction could be conducted more efficiently.

• Journal of the Korean Society of Food Science and Nutrition
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• v.44 no.7
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• pp.1000-1006
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• 2015

The adolescent period, during which physical, spiritual, and physiological growth and development occurs, is important for the development of healthy dietary habits. Particularly, eating a regular breakfast improves eating habits and school life in adolescents but few studies have investigated the effects of eating breakfast on these outcomes. Therefore, this research was performed to investigate the effects of eating a regular breakfast provided by the 'Breakfast Club Program' on eating behaviors and school life. A total of 315 high school students were recruited for the program from 10 high schools in nine districts among 25 districts in Seoul during August to December of 2013. The average age was $17.8{\pm}0.8$ years and 38.1% of students were females. Based on 315 subjects, 38.3%, 35.7%, and 17.1% increased their intakes of breakfast (P=0.001), fruit (P=0.033), and milk (P<0.001) up to 5~7 times per week, respectively. The intake frequency of fruit (P<0.001) and eating breakfast (P<0.001) increased noticeably after program participation. Based on 64 students performing dietary record, intakes of cereals (P<0.001), mushrooms (P=0.027), and fruits (P=0.002) increased while intakes of eggs (P=0.001) and fat and oils (P=0.019) decreased after the program. Consumption of energy (P=0.004), plant protein (P=0.012), carbohydrates (P<0.001), dietary fiber (P=0.026), iron from plant sources (P=0.009), potassium (P=0.043), zinc (P=0.013), vitamin $B_1$ (P=0.043), and vitamin C (P<0.001) increased whereas intake of cholesterol (P=0.002) decreased. Regarding school life, the score for 'comfortable and cheerful starting of a day' (P=0.001) and 'healthy starting of a day' (P<0.001) increased significantly. This study indicates that a regular 'Breakfast Club Program' may establish healthy eating habits and school life in teenagers.

• Journal of Korean Home Economics Education Association
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• v.25 no.2
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• pp.1-19
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• 2013

The purpose of this study was to develope and implement a project teaching learning process plan in order to improve a creativity and character for 'residential space utilization' section of Technology Home Economics in middle school. The teaching learning process plan consisting of 15-session lessons had been developed and implemented according to the ADDIE model mixed with 6 project learning steps. In the development stage, 8 activity materials(7 individual and 1 group activity sheets) and 7 teaching learning materials(2 sets of pictures & photos, 4 moving pictures and 1 space plan resources book) were developed for the 15-session lessons. The plans applied to 5 classes 163 students in the second grade of G middle school in Gwangju during Oct. 17th to 18th of Nov. 2011. The results from the survey and portfolio showed that the 15-session lessons had overall achieved the general goal of the project teaching learning process plan to improve a creativity and character. Students were stimulated by individual and group activities with creativity and character elements in the class. The students evaluated the whole process of 15 lessons were interesting and helpful to improve creativity and consideration and cooperation of aspect of character. The individual and group results of the portfolio were excellently and creatively done with the average of nearly 85% points. The researcher also found the improving process of students in the whole classes. This plan might apply to other parts of housing as well as various other areas of home economics.