• Korean Journal of Occupational Health Nursing
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• v.1
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• pp.5-16
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• 1991

본 연구는 산업간호사의 역할 확대에 따른 교육과정의 개선 및 보수교육 프로그램의 모색을 위한 기초자료로서 기본간호교육과정에서의 산업 간호교육 실태를 파악하고자 시도되었다. 구체적으로는 첫째, 기본간호교육과정의 일반적 특성을 파악하였으며 둘째, 지역사회간호학의 학습내용을 파악하였고, 세째, 산업 간호교육실태를 분석하였다. 연구방법은 먼저 1991년 2월 18일 부터 2월 25일까지 기존 문헌을 토대로 기본 간호교육과정의 일반적 특성과 지역사회간호학의 학습내용을 파악하였고, 산업 간호교육 실태에 대해서는 2월 26일부터 3월 15일까지 전국에 있는 간호교육기관을 대상으로 작성된 조사표에 의해 전화 또는 서신으로 자료를 수집하였다. 조사 결과는 다음과 같다. 1) 연구의 대상 산업간호교육 실태조사의 대상은 조사에 응답한 간호교육기관 41개교로서 '90년 현재 전국 간호교육기관의 66.1%를 차지하는 것이다. 교육과정별로는 간호대학 14개교 전문대학 27개교였고, 지역별 분포에 있어서는 대학과정 중 6개교(42.9%)가 서울에 있으며 전문대학의 경우 전남 6개교(22.2%), 경북 5개교(18.5%)의 순으로 나타났다. 2) 간호교육과정의 특성 기존의 연구결과를 토대로 교과목 분포 및 주전공 교과목의 내용을 파악하였다. 대학과정의 경우 평균 141.3학점, 전문대학의 경우 평균 120학점이 필수 이수 학점인 것으로 나타났고, 두 경우 모두 전공교육에 관한 학점이 총 이수학점 중 대학 55.5%, 전문대 57.2%를 차지하였다. 주전공 교과목 중에서는 성인간호학 및 실습, 기초간호과학 및 실험, 모아간호 및 실습, 지역사회간호학 및 실습, 정신간호 및 실습의 배당 학점이 특히 많았다. 3) 지역사회간호학의 학습내용 산업간호 교육의 기본 개념틀올 제시하고 있는 지역사회간호학은 체계이론과 Stevens의 간호이론을 토대로 개발된 모형을 중심으로 살펴 보았는데 이 모형에 따르면 산업간호는 지역사회간호 문제의 하나로 다뤄지고 있다. 4) 산업간호 교육 실태 조사 대상 학교 모두 산업간호에 관한 내용을 강의에서 다루고 있었으며, 6개 학교에서는 실습도 병행된 바 있다. 강의는 주로 전문대의 경우 3학년(22개교), 2학년(5개교)에서, 대학의 경우 모두 4학년에서 이루어졌다. 산업간호 강의의 편성형태는 36개교(87.8%)가 지역사회간호의 일부로 다루고 있었으며, 강의시간수는 5~9시간이 19개교(47.5%)로 가장 많았다. 강의시간에 주로 사용되는 교재로는 교수가 직접 작성한 참고자료나 보건학강좌, 산업보건학 등이 사용되었다. 강의내용 또한 매우 다양한 것으로 나타났는데, 특히 전문대학의 경우가 더욱 다양했으며, 전반적으로는 산업간호사업, 산업간호개념, 직업병관리가 가장 많았다. 한편 실습운영에 있어서는 산업체의 비협조 또는 거리상의 문제 등이 어려운 점으로 지적되었다. 실습대상인 업체로는 종이제조업, 제철업, 신발제조업, 전자업체, 봉제업체, 관공서, 유리제조업체가 있었고, 주로 1주일간 실습지침서를 이용한 현지 교수 중심의 지도와 1,2회의 conference에 의해 이루어졌다. 그러나, 1일 견학하는 정도로 운영하는 학교와 선택 학점으로서 3주동안 실습을 하도록 하는 경우도 있었다. 이상의 결과를 바탕으로 다음과 같은 결론을 내릴 수 있겠다. 첫째, 전반적인 전공교육과 특히 지역사회간호학을 통해서 산업간호사의 업무 수행에 필요한 일반적인 능력이 길러지고 있다고 볼 수 있다. 둘째, 산업간호사의 업무 중 보다 전문적인 지식과 기술을 요하는 부분에 대해서는 산업간호라는 교과를 통해 보다 체계적으로 다루어져야 할 것이다. 따라서, 이에 사용될 수 있는 교과서의 개발, 실습현장의 마련, 시간 및 학점의 증가 등이 시급히 이루어져야 하겠다.

• The Journal of Korean Society for School & Community Health Education
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• v.22 no.2
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• pp.65-73
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• 2021

Objectives: In Japan, there are many disasters such as earthquakes and tsunamis, and because of the high temperature and humid climate, health education for food poisoning may be particularly important. In addition, sexual problems caused by precociousness of adolescents, smoking and drinking are already serious socially important problems, and addiction problems are also emerging. Methods: Various publications from Japanese governments, interest groups such as government officers, health center workers, and people from health educators. For the information of Korean health education conditions, a current health educator and people from middle and high schools. Results: In 2012, based on the "Investigation Report on the Mind Care of Children in Emergency Disasters" from the Ministry of Education, Culture, Sports, Science and Technology, the Post-traumatic stress disorder (PTSD) situation of children in East Japan affected areas was discovered, and health education became important. In 2014, the "School Health and Safety Act Enforcement Rule" was amended, and health checkups are emphasized as part of school health. Conclusions: School health education in Japan differs from other health care systems in many ways with the system of Korea in the context of non-existence of official health education curriculum. Therefore, the purpose of this study is to develope how the curriculum of school health education in Korea.

• Journal of the Korean Society of School Health
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• v.22 no.1
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• pp.1-16
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• 2009

Purposes: The objective of this study was to develop a management program for Korean elementary school students suffering from asthma, which would be based on the Australian Asthma-Friendly Schools (AFS) program. Methods: On the basis of the AFS program, we designed a 6-month pilot project for asthmatic students in two elementary schools in a rural area and one elementary school in an urban area of Korea. The pilot project consisted of the following processes: identifying students with asthma in a school, educating school staffs and the parents of an asthmatic child, registering those with asthma, and installing emergency kits for asthma attacks in school health rooms. In order to evaluate these processes, group discussions were held between project team members and school staffs in each area. In addition, we conducted a postal survey of 144 households having an asthmatic child. Results: The screening process adopted in this program resulted in the early diagnosis in asthma; however, it needs to be evaluated economically due to expensive diagnostic test for asthma. For the school nurses, asthma lessons were evaluated as being very helpful for their tasks, while teachers tended to take less interest in the program with only 45% of all teachers attending these lessons. Almost all participating parents reported that such lessons would be beneficial for the care of their child, even though only 24.2% of the survey respondents (122 households) attended the lessons. Installing emergency kits in school health rooms was regarded as a key feature of this project. The introduction of a register card containing more specific health records of asthmatic students was considered necessary to replace the existing list of students with asthma. Conclusion: This study has merit in that a Korean asthma-friendly schools program was developed for the first time, despite the many obstacles to such programs becoming more common.

• Child Health Nursing Research
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• v.21 no.1
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• pp.64-73
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• 2015

Purpose: This study was conducted to explore the professional identity of elementary school health teachers. Methods: In-depth interviews with fifteen elementary school health teachers were conducted from July 2010 to August 2012. Qualitative data collected by the researcher including transcription and field notes were analyzed through an adapted methodology based on the Grounded Theory of Strauss and Corbin. Results: Fifteen categories, 35 sub-categories and 120 concepts were obtained. The key category that was consistently maintained in identity formation was 'keeping themselves being a teacher providing nursing' which has three styles, 'focusing on health education', 'combining nursing and education' and 'focusing on providing nursing care'. Conclusion: Results of this study will provide basic information for preparing manuals regarding the range of activities in school health teachers' jobs, improving promotion and merit payment systems for school health teachers, creating support programs for them, and contributing to the formation and establishment of their professional identity.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.203-219
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• 2016

The purpose of this paper was analyzing the contents of life science area in elementary science textbooks according to Korean science curricula change to get suggestions for the advancement of science curriculum. The framework of content analysis was developed by revising TIMSS 2015 life science evaluation framework. The results of this research were as follows: 'The differences of living things and non-living things appearing in the first grade mostly were not included in the 1st, the 6th and the 2009 revised curricula. Contents emphasizing rural life were appeared from 'Teaching themes period' to the 2nd curriculum period, disappeared from the 3rd curriculum period until the 2009 revised curriculum. Contagious disease was emphasized in all elementary grades in the 1st curriculum period, which reflected a social phenomena emphasizing health and hygiene after the Korean War. Mostly fungus was included until the 7th curriculum period and bacteria and virus were added from the 2007 revised curriculum period. The way of improving health was emphasized continuously.' The differences of living things and non-living things should be included in elementary science curriculum for the correct 'life' concept formation of elementary students. 'Strategies for helping the living of descendants' and 'the heredity of animal and plant' which were appeared in the lower grades, should be included at the higher grades with greater depth. The incoming elementary science textbooks also need to include science contents about evolution in greater depth, along with human health.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2001.09a
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• pp.27-52
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• 2001

Over the past few decades, dramatic socioeconomic developments have resulted in the change of epidemiological transition from infectious to chronic diseases as leading causes of death in Korea. Behavioral factors, particularly smoking, diet and activity patterns, alcohol consumptions are among the most prominent contributors to mortality. Since after landmark reports on health promotion in Canada and USA during the 1970s and 1980s, which heralded the commitment of governments to health promotion, many studies have been made on it.

• Journal of The Korean Association For Science Education
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• v.43 no.1
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• pp.49-57
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• 2023

The purpose of this study is to analyze the school biology curriculum of the Royal Society of Biology (RSB) for school biology education in the United Kingdom (UK), and to examine the implications for Korean school biology education. The RSB school biology curriculum consists of three dimensions (the practices of biology, the concepts of biology, and the application of biology) and seven big questions. The contents of RSB school biology curriculum are structured according to age, 5-11, 11-16, and 16-19. The practices of biology of the UK RSB school biology curriculum emphasize biology activities should be linked to other communities and communicated and shared through evidence-based discussions. The concepts of biology dimension of the UK RSB school biology curriculum systematized the contents to be detailed considering school-level and ages with 5-7, 7-11, 11-14, 14-16, and 16-19 years old. The UK RSB biology curriculum is composed of human health, biological structure and function, biological growth and reproduction, and biological coexistence, showing a significant difference from Korean national curriculum when comparing the content elements with the core concepts of biology. In terms of the application of biology of the RSB school biology curriculum, three themes were commonly applied to all students, regardless of school level or age, such as development of application methods to promote health and environmental welfare, evaluation of the impact and application of biology knowledge. However, the content elements of the three themes were systematized according to the ages of 5-11, 11-16, and 16-19 years old. It is necessary to reorganize the contents of biology curriculum in Korea by referring to the content system of the UK RSB biology curriculum and to research ways to strengthen connectivity according to age or school level as well as dimensions and big questions.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.169-178
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• 2022

The purpose of this study was to examine the level of awareness of the importance of work ability and their final school contribution and the difference between them among health care workers', and to explore the direction of the health care training curriculum by analyzing using IPA. As for the analysis data, the response data of a total of 465 health care workers among the original data of the 14th (2020) Youth Panel Survey were used. As a result of the analyzing using IPA, concentrate here area was none, and the keep up the good work area was specialized knowledge, practical knowledge in the field of expertise, communication, ability to cooperate with others, customer response capability, ability to learn for oneself, deliberate lifestyle, ability to adapt to change, good job perspective and business manners, understanding documents. Low priority area was computer literacy, ability to creative problem solving, reading and writing in a foreign language, solving math problems, foreign language conversation, and the possible overkill area was creating a document. Based on the these results, implications for effective curriculum development to cultivate health care workers were suggested.

• The Journal of Korean Society for School & Community Health Education
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• v.7
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• pp.19-32
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• 2006

Research supports that participatory strategies are central to the success of school-based sex education. Community-based participatory approaches are increasingly recognized as a central strategy for school-based sex education for their orientation towards participant engagement in program planning, content development, implementation, and evaluation. In combination with the community-based participatory approaches, a social ecological model holds values as a tool for facilitation and planning, and potentially as an evaluation aide for school-based sex education programs. This paper describes core concepts and principles of the community-based participatory research; illustrates a social ecological model organized for school-based sex education based on qualitative evaluation results of an abstinence education program in the United States ; and suggests application strategies of the presented approaches in school-based sex education in Korea.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.317-326
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• 2022

In this study, three health teachers assigned to J-do were analyzed through the FGI research method to find out the difficulties, resolution process, and implications of new health teachers in adapting to teaching during COVID-19. As a result of the study, first, there were difficulties in relationships with parents, especially in the course of numerous calls and daily school status reports in the course of handling infectious diseases. After getting used to the COVID-19 work to some extent, beginning health teachers were burdened with having to think about health room work alone, difficulties in health classes for various students, and the burden of showing expertise as the only medical personnel in emergency situations. Second, new health teachers continued to share and communicate related information through online health teacher groups and YouTube to solve the difficulties of teaching. Third, this teaching adaptation process suggests that specific training to provide practical help to new health teachers is needed at the education office level, and it is necessary to support infrastructure such as class contents related to health classes.