• Journal of Korean Academy of Nursing
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• v.37 no.6
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• pp.902-913
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• 2007

Purpose: The purpose of this study was to identify the effects of a physical activity-behavior modification combined intervention(PABM-intervention) on metabolic risk factors in overweight and obese elementary school children. Methods: Thirty-two participants ($BMI\geq85$ percentile or relative $obesity\geq10$) were allocated to the PABM-intervention group and behavior modification only intervention group. The PABM -intervention was composed of exercise intervention consisting of 50 minutes of physical activity(Hip-hop dance & gym-based exercises) twice a week and the behavior modification intervention consisted of 50 minutes of instruction for modifying lifestyle habits(diet & exercise) once a week. Effectiveness of intervention was based on waist circumference, BP, HDL-cholesterol, TG, and fasting glucose before and after the intervention. Results: The proportion of subjects with 1, 2, 3 or more metabolic risk factors were 28.1, 43.8, and 15.6%, respectively. After the 8-week intervention, waist circumference, systolic BP, diastolic BP, and HDL-cholesterol changed significantly(p<.01) in the PABM group. Conclusion: This provides evidence that a PABM-intervention is effective in changing metabolic risk factors such as waist circumference, systolic BP, diastolic BP, and HDL-cholesterol in overweight and obese elementary school children.

• Child Health Nursing Research
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• v.7 no.2
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• pp.225-235
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• 2001

This meta-analysis was conducted to evaluate the effects of the supportive nursing intervention and analyze its components in 14 studies carried out from Jan. 1980 to Jun. 1997. The supportive nursing intervention studies divided into three types according to the components of conceptual definitons.; (1)supportive nursing behavior, (2)social support, and (3)combination of social support and supportive nursing behavior. The various terms referred to the supportive nursing intervention didn't have the clear differentiating conceptual and operational definitions and the logical relationship among them. The effects of supportive nursing intervention were measured by the 23 dependent variables using self-report and the 5 dependent variables using physiological indices. The dependent variables were measured more than two were role behavior compliance, anxiety, depression, health belief, knowledge about the disease, helplessness and stressful behavior response. The average effects of the supportive nursing intervention ranged from 0.218 to 2.745 for the d index. The three variables of them, which were anxiety, depression and stressful behavior response, were homogeneous statistically by homogeniety test. Results of the meta-analysis indicated that the supportive nursing intervention had moderate to large effects on anxiety(d=0.41), depression (d=0.66) and stressful behavior response (d=0.86).

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.11-20
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• 2019

The purpose of this research is to investigate the experience for behavior intervention and awareness of positive behavior support among beginning special education teachers. For this, 5 special education teachers with less than 2 years of experience participated in this research. One-on-one in-depth interviews were carried out with them, and all interview results were transcribed and analyzed according to the constant comparison method resulted in 4 major themes follows: 'motivation', 'a series of choice', 'regret for intervention' and 'awareness of Positive Behavior Support'. also, 9 sub themes follows: 'educational needs', 'living needs', 'starting intervention', 'process of intervention', 'results of intervention', lack of resources', 'lack of communication', 'new attempts', 'new areas'. During a discussion, requests for behavior intervention and awareness of positive behavior support, which had been drawn in the research results, were discussed, and the limitation of this research was suggested.

• Research in Community and Public Health Nursing
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• v.26 no.4
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• pp.398-404
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• 2015

Purpose: This study was conducted to examine the effects of osteoporosis prevention education on Korean breast cancer patients' knowledge and health promoting behavior. Methods: The participants in this study included breast cancer patients who were registered at a self-help group organized by the Breast Cancer Center of a university hospital in Seoul, Korea. The intervention group received 60 minutes' didactic instruction followed by 30 minutes' interactive session, and reinforcement education with leaflets was given three weeks after the group intervention. In order to measure the effects of the intervention, this study used valid and reliable scales on the knowledge of osteoporosis and health promoting behavior for preventing osteoporosis. A post-test was conducted 12 weeks after the intervention. Results: The results showed significant improvement in three of the five factors of osteoporosis knowledge including bone physiology, the characteristics of osteoporosis, and preventive behaviors in the intervention group. Overall health promoting behavior for preventing osteoporosis had significantly increased in the intervention group compared to the control group. Conclusion: Osteoporosis preventive education improved breast cancer patients' knowledge of osteoporosis and health promoting behavior for preventing osteoporosis by inducing their voluntary participation in self-care activities.

• Korean Journal of Health Education and Promotion
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• v.27 no.2
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• pp.141-149
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• 2010

Objectives: This paper aims to compare the intervention development steps of the revised PRECEDE-PROCEED model and the Intervention Mapping model. Methods: Concepts and structure of the intervention development step of each model are reviewed with examples. Results: The revised PRECEDE-PROCEED model and the Intervention Mapping model share characteristics in intervention development in employing PRECEDE assessments, applying a social ecological framework and behavior theories for intervention building, emphasizing multi-interventions at multiple levels, and involving stakeholders and existing resources in intervention development. A detailed explanation of the intervention alignment and matrix building is provided with illustration of examples. Conclusion: Intervention development should not be done compartmentally but in line with other steps in a planning model to sustain the program logic. For successful application of planning models for intervention development, solid understanding of the models and behavior theories are required. Multisectoral collaboration is also critical for the successful application.

• Journal of East-West Nursing Research
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• v.24 no.2
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• pp.101-109
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• 2018

Purpose: The purpose of this study was to construct and test a structural equation model of health behavior compliance among patients with percutaneous coronary intervention based on self-determination theory. Methods: A total of 227 participants who received follow-up care after percutaneous coronary intervention were recruited. A structured questionnaire was used to assess health providers' autonomous support, basic psychological needs, autonomous motivation, controlled motivation, type D personality, and health behavior compliance. Collected data were analyzed using SPSS 21.0 and AMOS 21.0 program. Results: The final hypothetical model showed a good fitness with data: GFI=.94, RMSEA=.07, CFI=.96, NFI=.92, TLI=.94. The results revealed that autonomous support of health care providers, basic psychological needs, and autonomous motivation, and D-type personality accounted for 51.8% of health behavior compliance. Conclusion: The findings of this study indicate that enhanced autonomous support of health care providers is essential to promote patients' basic psychological needs and autonomous motivation. This leads to maximized compliance to the health behaviors among patients who underwent percutaneous coronary intervention. We recommend that health care institutions establish various measures to foster the special environments in which health care providers can actively provide and utilize autonomous support for their patients.

• Korean Journal of Child Studies
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• v.16 no.1
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• pp.167-181
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• 1995

The purpose of this study was to examine how the intervention of a literacy environment influences young children's literacy behavior in dramatic play. Four classrooms at S kindergarten and Y kindergarten in Seoul were randomly selected for this study. Each of the classrooms was designated as an experimental group: that is, experimental group A (38 children), experimental group B (34 children), experimental group C (35 children) and a Control group (40 children), respectively. Group C was provided with literacy materials, theme of dramatic play and teacher's intervention. Group B was provided with literacy materials and theme of dramatic play. Group A was provided with only literacy materials. It was found that the intervention of the literacy environment in dramatic play brought about an increase in children's total literacy behavior, increase in the frequency of children's reading behavior, and increase in the frequency and function of children's writing.

• Journal of Korean Academy of Nursing
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• v.49 no.4
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• pp.472-485
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• 2019

Purpose: This study aimed to develop and evaluate the effectiveness of an adapted health literacy self-management intervention for elderly cancer patients undergoing chemotherapy. Methods: The intervention in this study was systematically developed through the six stages of Intervention Mapping Protocol and was based on Fransen et al's causal pathway model. A quasi-experimental trial was conducted on a total of 52 elderly patients (26 in an experimental group and 26 in a control group) undergoing chemotherapy in Korea. The intervention consisted of seven sessions over 5 weeks. The experimental tool for this study was an adapted health literacy self-management intervention, which was designed to promote a reduction in the symptom experience and distress of elderly cancer patients through the promotion of self-management behavior. To develop efficient educational materials, the participants' health literacy was measured. To educate participants, clear communication and the teach-back method were used. In addition, for the improvement of self-efficacy, four sources were utilized. For the promotion of self-management behavior, five self-management skills were strengthened. Data were collected before and after the intervention from June 4 to September 14, 2018. The data were analyzed with SPSS/WIN 21.0. Results: Following the intervention, self-management knowledge and behavior and, self-efficacy significantly improved in experimental group. Symptom experience and distress decreased in the experimental group compared to the control group. Conclusion: The self-management intervention presented in this study was found to be effective in increasing self-management knowledge and behavior and, self-efficacy, and ultimately in reducing symptom experience and distress for elderly patients undergoing chemotherapy.

• Therapeutic Science for Rehabilitation
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• v.10 no.4
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• pp.7-24
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• 2021

Objective : This study examined the characteristics of the literature involving a single-subject research design among positive behavior support intervention studies to improve problem behavior in children with autism spectrum disorders and assess the quality level. Methods : This is a literature study, and the targets of analysis were nine single-subject research papers published between 2011 and 2020. The subject papers were analyzed by dividing them into general characteristics and the qualitative levels according to the content of the research method. Results : Analysis of analyzing the contents of the study showed that the subjects were preschool and elementary school-age children at the same ratio. Furthermore, the study design involved mostly the middle and multiple baseline designs among the behaviors. All papers presented social validity, intervention fidelity, and observer reliability. Problem behaviors included self-injury and aggression behaviors, disturbing behaviors, and seat break-away behaviors, while the most dependent variables were measured through partial interval recording. As a result of confirming the intervention effect, the effect was confirmed in intervention, maintenance, and generalization. All analysis studies showed high-quality levels. Conclusion : This study confirmed the content and qualitative level of the thesis that applied the single-subject research design among positive behavior support intervention studies for problem behaviors of children with autism spectrum disorders. Positive behavior support intervention, an evidence-based intervention for children with autism spectrum disorders, was confirmed an effective intervention for autism spectrum disorders.

• Journal of Korean Academy of Nursing
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• v.43 no.4
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• pp.478-485
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• 2013

Purpose: This study was conducted to develop a health education program for preschoolers who have defected from North Korea with their mothers, and to evaluate the effects on health knowledge and behavior. Methods: A non-equivalent control group pre-post test design was used with 58 preschoolers who were assigned to either the experimental or control group (29 for each group). The program was composed of five sessions in health education and contracts. To test the effectiveness of the intervention, health knowledge and behaviors, and total bacterial colony counts on hands were measured at one pretest and two post tests (1 week and 4 weeks after the intervention ended). Data were analyzed using the SAS program. Results: Health knowledge and behavior in the experimental group increased significantly compared to the control group. The effects of the intervention were evident even at 4 weeks after the intervention ended. Total bacterial colony counts in the experimental group decreased significantly at the 1 and 4 week posttest intervention compared to the control group. Conclusion: Results indicate that this program is effective in improving health knowledge and behavior in these children and therefore can be utilized to ensure efficient management their health care.