• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.359-373
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• 2022

The purpose of this study was to develop evidence-based practice guideline for rapid response to acute deterioration of hospitalized patients. The guideline was developed according to the Clinical Practice Guideline Adaptation Manual. and evaluated using AGREE II tool. The guidelines were checked content validation by an expert group, final 130 recommendations in 5 sections including management, recognition, activation, response, and evaluation. The average of the overall practical application to the guidelines was 4.41±0.78 out of 5, which showed high applicability in clinical work.

• Journal of the Korean Society for information Management
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• v.40 no.2
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• pp.243-262
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• 2023

In the rapidly developing information technology environment, information management organizations need to effectively evaluate their digital maturity and clarify the direction of improvement to effectively respond to rapidly changing environments. This study derived weights for the digital curation maturity model developed by KISTI from the perspective of digital transformation to facilitate effective evaluation and direction setting of information management organizations. Relative importance was derived as a weight in the major and middle categories of the model through the AHP technique. Summarizing the results, when the major categories of the entire model are measured on the basis of 100 points, technology is 27 points, data is 24 points, strategy is 19 points, organization (manpower) is 16 points, and (social) influence is calculated as 14 points. In addition, weights for each subcategory were presented for each major classification based on a perfect score of 100 points. It is expected that a more objective and reasonable evaluation will be possible by applying the weights for each area derived from this study to the digital transformation maturity evaluation model.

• Journal of Korean Society of Forest Science
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• v.102 no.4
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• pp.530-536
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• 2013

This study aimed to analyze and compare results from psychological relaxations by using profile of mood state (POMS) and Malondialdehyde (MDA) level as a scale of oxidative damage before and after walking in the forest and on the street. 29 participations (15 men and 14 women) walked in the forest and on the street for 30 minutes of each for two days. The participations filled a questionnaire for POMS and conducted an heart rate variability test, oxidative damage test (MDA as biological marker through a urine test) before and after walking. To compare the psychological states after walking in the two difference places, walking in the forest showed statistically more meaningful results in the section of tension, depression, anger, fatigue, confuse and total mood disturbance (p<0.01) than walking on the street. According to the MDA results, a concentration of MDA showed significant increase after walking on the street (p=0.014). On the contrary to this, a concentration of MDA tended to decrease after walking in the forest (p=0.076). The study showed that the psychological states were more stable and oxidative damages were more decreasing after walking in the forest than walking on the street. In the conclusion, MDA would be biological indicator for assessing the effect of alleviation on the oxidative stress after walking in the forest.

• Journal of Chest Surgery
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• v.37 no.6
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• pp.530-535
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• 2004

Background: Thoracoscopic R3 (above the third rib)sympathicotomy has been performed as an effective method in treating palmar hyperhidrosis because it is effective in eliminating the symptoms of hyperhidrosis and has lower degree of compensatory hyperhidrosis than that of sympathectomy. Most of the results published were based on the short-term follow up. So we evaluated the intermediate term follow up results of the R3 sympathicotomy. Material and Method: From April 1999 to August 2001, ninety-four patients with palmar hyperhidrosis had been treated by R3 sympathicotomy at the Inha University Hospital. Follow-up study was completed for 76 patients (male 38, female 38) and average follow-up period were 25$\pm$9.1 (15∼50) months. The sympathetic trunk passing above the upper border of third rib was divided by electric cautery. The patient's satisfaction after surgery was estimated using the analogue scale from score 0 to 100 (100 means perfect satisfaction). Result. The scale of patient's satisfaction immediately after operation was 92.36$\pm$9.93. After 15 months, the scale of satisfaction was decreased to average 71.80$\pm$20.24 and it is statiscally significant. The cause of dissatisfaction were compensatory hyper-hidrosis and recurrence of symptom. The degree of sweating immediately after operation was mean 0 and after 15 months it increased to mean 1.5. The degree of the compensatory hyperhidrosis immediately after operation was mean 1 and it increased to mean 5 after 15 months. Conclusion: R3 sympathicotomy has excellent therapeutic results immediately after operation but therapeutic effectiveness is becoming to decrease 15 months after operation. The common causes of dissatisfaction are compensatory hyperhidrosis and recurrence of hyperhidrosis.

• Child Health Nursing Research
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• v.20 no.4
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• pp.275-282
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• 2014

Purpose: The purpose of this study was to identify effects of a maternal-child health education program for nurses in Tigray, Ethiopia. Methods: One-group pre-posttest design was used. The maternal-child health (MCH) education program was given to nurses from 5 health centers in Tigray, Ethiopia. Knowledge and confidence levels were measured before and after each education session. Data were analyzed using paired t-test. Results: The topics of the 5 educational sessions were family planning, antenatal care, care during labor, immunization, and integrated management of neonate, and child illness. Knowledge scores (1st: Z=3.931, p=.001; 2nd: Z=6.189, p <.001; 3rd: Z=5.658, p <.001, 4th: Z=8.734, p <.001, 5th: Z=14.167, p <.001) and confidence levels (1st: Z=8.467, p <.001; 2nd: Z=4.183, p <.001; 3rd: Z=4.992, p <.001) improved significantly. Conclusion: The findings of this study imply that the MCH education program for nurses was effective in developing the maternal-child health capacity of the nurses in Tigray, Ethiopia.

• Journal of the Korean Society of Radiology
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• v.11 no.4
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• pp.279-287
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• 2017

The purpose of this was to study and analyze smart learning the self directed learning, self efficacy, learning satisfaction about department of radiology in a college. For this study total students 74 in 2classes were surveyed at the end of semester. Compared to use smartphones one group and not use smartphones one group for study in a class. The research data was analyzed using SPSS also self directed learning, self learning efficacy, learning satisfaction analyzed t-test, general character was analyzed two group(one : Used smart learning other : not Used smart learning) ${\chi}^2-test$. First, Used smart learning group is more higher than not Used smart learning group in a self learning efficacy, self directed learning, learning satisfaction. Second, during the smart learning classes a students appeared a positive response. Suggest to change a paradigm in a radiology classes so we have to improve a teaching skills this solution recommend is two way communication. In conclusion, smart learning applied for classes of college is meaningful as a new teaching, which can be change gradually learning satisfaction by teaching methods.

• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.63-79
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• 2019

The purpose of this study was to suggest valuable maker education programs by implementing and evaluating a Home Economics(HE) maker education program developed based on the content of "Hanbok and Creative Clothing" for high school students. The results of this study are as follows. First, the HE maker education model for high school students was designed and developed. The HE maker education model was developed by integrating and modifying the TMSI model of the maker education model and Laster's HE practical action teaching model. The HE maker education model consisted of 4 steps: tinkering(T: 4-hour class), practical reasoning(P: 3-hour class), making together(M: 4-hour class), and sharing and spreading(S: 1-hour class) with a total of 12-hour lesson plans. The theme of the developed HE maker program is 'Practice and spread of creative traditional culture of life (Hanbok)'. Second, the results of online survey of 240 high school students who participated in this maker class showed that HE maker class had positive effects in the order of experiential(4.26), cognitive(4.22), emotional(4.18), social(4.18), and practical(4.10). It is expected that the findings of this study will contribute to diversifying the curriculum of Home Economics, thereby improving the quality of Home Economics Education.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.377-386
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• 2015

The purpose of this study was to evaluate the needs and effects of convergence-based simulation practice for obstetrical nursing. The study participants were 47 junior nursing students of a university in Chungnam province. Data were collected by a self-administered questionnaire from February 13 to 25, 2012. Convergence-based simulation practice for obstetrical nursing was applied 8 hours in a day for 2 days and consisted of four sessions. Self-efficacy in obstetrical nursing (t=-14.74, p<.001) and nursing skills related to obstetrical nursing (t=-17.51, p<.001) showed significant increase in the posttest and practice satisfaction was higher than practice stress. The needs of simulation practice was 7.96 out of 10 point and higher as practice satisfaction was higher. The needs of simulation practice before clinical practice was higher than simulation practice after clinical practice. These results indicate that simulation practice for obstetrical nursing can be used as the alternative for clinical practice. In addition to simulation practice should be done before clinical practice and strategies to increase the nursing student's cognition for the need of simulation practice are also needed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.12
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• pp.5420-5429
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• 2011

The study objectively examined the effects on education results from the educational programs developed by adopting competency units of NCS(National Competency Standards)' technology sectors. The objects of the study are divided to learners and instructors. The learners were set bounds to vocational college students to take a degree and incumbent company workers. Research materials had been collected from April of 2010 to June of 2011. We use test papers and structured questionnaire for studying. And we analyzed by SPSS/WIN 17.0. we examined that student's got 1.4 point out of 3 points in their self-test paper before taking classes, below average grades in understanding contents of learning. And as frequency analysis on the after taking classes performance evaluation 62.48% of them answered they can perform their duties in better ways. On average, the company workers got 1.4 point out 3 point before taking classes. And as frequency of analysis on the performance evaluation 85.45% of them answered the can perform their duties in better ways. After instructors took classes on NCS, they gave highly 5.58 out of 7 poins about learners' job competence. On the whole, the educational programs using NCS had positive effects on education results.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.39-56
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• 2018

The purpose of this study was to develop Home Economics(HE) teaching and learning process plans applied Problem Based Learning(PBL) focusing on 'food and nutrition' unit for students with intellectual disability and to evaluate the effects of the HE instruction on their food choice·management knowledge and problem-solving skills after implementing the instruction for students with intellectual disability. To develop HE teaching and learning process plans applied PBL focusing on 'food and nutrition' unit for students with intellectual disability, problems that arise in daily life to trigger interest of students were firstly developed. The selected problems and teaching and learning process plans were reviewed for validity by one home economics education professor and three teachers who are experts in special education. This study used the one group pretest and posttest design, sampling 6 students who are in special-education middle school with the intellectual disability. After HE instruction of 6 sessions applied PBL method, this study tested the effects of the instruction. The first three sessions taught how to choose and keep food. The fourth session taught purchasing food ingredients and keeping them for sandwiches. The fifth and sixth sessions let the students make sandwiches and give them to others. The instruments of the study comprised of tools for food choice and management knowledge, tools for problem-solving skills evaluation, self-evaluation sheets, evaluation form of course satisfaction for students, evaluation form of behavior in class for teachers, and daily observation journal and all tools. These instruments were proved to have reliability and validity. The results of this study are as follows. First, all six students who took HE instruction applied PBL method focusing on 'food and nutrition' unit scored 30 points higher out of 100 points after taking the instruction in food choice and management knowledge and scored 5 points higher out of 14 points in problem-solving skills on average. Therefore, it was interpreted that HE instruction applied PBL affected the food choice·management knowledge and the problem solving skills of students with intellectual disability. Secondly, the students with intellectual disability participated actively in HE instruction applied PBL focusing on 'food and nutrition' unit and expressed satisfaction. Three special education experts evaluated HE teaching·learning process plans applied PBL focusing on 'food and nutrition' unit to be well-developed. This study showed that HE instruction applied PBL focusing on 'food and nutrition' unit allowed the students with intellectual disability to acquire comprehensive skills in choosing, keeping, and making safe food and helped them solve problems of their life by themselves. Therefore I suggest that Home Economics should be adopted as a formal subject matter in special school curriculum for students with intellectual disability.