• Radiation Oncology Journal
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• 제19권1호
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• pp.66-73
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• 2001

목적 : 붕소-중성자 포획치료법(Boron Neutron Capture Therapy, BNCT)을 위해 원자력병원 싸이클로트론에서 발생되는 최대에너지 34.4 MeV의 속중성자(Fast neutron)를 70 cm 파라핀으로 감속시킨 후 선량 특성을 조사하였다. 그 결과를 토대로 열외중성자(Epithermal neutron) 선량 측정법에 대한 프로토콜을 확립하여 원자로에서 방출되는 열외 중성자 선량 특성 평가의 기초를 삼고, 가속기를 이용한 BNCT 연구에 대한 타당성 여부를 조사하고자 한다. 대상 및 방법 : 공기 중 선량 및 물질 내 선량 분포 측정을 위해 Unidos 10005 (PTW, Germany) 전기계와 조직 등가 물질인 A-150 플라스틱으로 제작된 IC-17 (Far West, USA) 및 IC-18, ElC-1 이온함을 사용하였고, 감마선의 측정을 위해서는 마그네슘으로 제작된 IC-l7M 이온함을 이용하였으며 조직등가 기체와 아르곤 기체를 분당 5cc 씩 주입하며 측정하였다. 중성자, 광자, 전자가 혼합된 장의 모의 수송 해석을 위해 이용되는 Monte Carlo N-Particle (MCNP) transport code를 사용하여 2차원적 선량 분포 및 에너지 분포를 계산하였으며 이 결과를 측정값과 비교하였다. 결과 : BNCT에서의 유효 치료 깊이인 물 팬텀 4 cm에서의 선량은 치료기 1 MU 당 $6.47\times10^{-3}\;cGy$로 미세하였으며, 이때 감마 오염도(contamination)는 $65.2{\pm}0.9\%$로 중성자보다는 감마선에 의한 선량 기여분이 우세하였다. 깊이에 따른 선량 분포 특성에서는 중성자 선량은 선형적으로 감쇠 되었고, 감마선량은 지수적으로 보다 급격히 감쇠되는 경향을 보였으며 전체 선량의 $D_{20}/D_{10}$은 0.718 이었다. MCNP에 의한 에너지 분포 전산 계산의 결과 2.87 MeV 이하에서 중성자 피크가 나타났으며, 저에너지 영역에서는 감마선이 연속적으로 분포되는 양상을 보였다. 결론 : 벽 물질이 서로 다른 두 개의 이온함을 사용한 직접 선량 측정과 MCNP 전산 시뮬레이션을 이용한 공간 선량분포 계산으로 미세 속중성자 빔에 대한 선량 특성을 파악할 수 있었으며, 원자로 열외중성자 주(Epithermal neutron column)에 대한 선량 평가 자료로 확보하였다. 아울러 가속기에 대한 연구가 진행되어 고전압, 고전류를 발생시키는 전원 공급장치와 표적핵(Target) 물질이 개발되고 비스무스나 납 등에 의해 감마 오염도를 줄일 경우, 싸이크로트론에 의한 보론-중성자 포획치료도 가능해질 것으로 판단된다.

• 대한간호학회지
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• 제4권2호
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.