• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.249-263
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• 1998

The competence of newly graduated nurses is based on various clinical expriences gained when they were students. Therefore, instructors of nursing students, professors in nursing schools or directors in hospitals must play a critical role in assisting them to obtain various knowledge and experienced nursing skills. The purpose of this study was to investigate nursing care activities and nursing care hours practiced by nursing students in a general hospital. The subject students were total 214 nursing students, 2nd graders(sophomores) and 3rd graders(juniors) from 5 Junior Nursing Colleges in Seoul and they practiced at S general hospital to gain clinical experience. The data were collected for 4 days. The tools for this study were the direct nursing care activity list consisted of 15 nursing areas and the indirect nursing care activity list consisted of 9 nursing areas. The subject students were supposed to record their own score. The results of this study are ; 1. The nursing care hours per nursing student 1) The average total nursing care hours a day per each nursing student are 362.65 mins(6.04hr), the direct nursing care hours per each nursing stuent are 202.09 mins(direct nursing care rate 56.0%) and it is higher than the indirect nursing care hours, 159.75mins(indirect nursing care rate 44.0%). The direct nursing care rate of each student by a team approach in the evening shift(56.3%) is higher than that in the day shift(55.8%). 2) The hours of checking vital signs are the longest(47.35mins) among the direct nursing care activites and next is in order of counseling 8l emotional support, nurse rounds, and accompaning a patient during examination. The hours of reporting are the longest(32.39mins) among the indirect nursing care activites, and next is the activities related to education such as reviewing chart, looking up references, etc. 3) The freqency of checking vital signs practiced by nursing student is the highest(the average of 55.7 times) among the direct nursing care activities and next is in order of nurse rounds, assistance of feeding, and counseling & emotional support. The required time for nursing students to accompany their patient during examination is the longest(20.7mins) and next are in order of restriction on patient' activity, orientated by a head nurse, skin care, sitz bath, bathing & hair shampoo, and assisting with patients' exercise. 2. The nursing care hours per grader 1) The average hours of total nursing care per a nursing student are 369.2mins(6.2hrs) to 2nd graders, 355.9mins(5.9 hrs) to third graders. The direct nursing care rate per each nursing student to 3rd graders(59.3%) was higher than that to End graders(52.8%). 2) For 2nd graders, the highly marked nursing activities are teaching associated with direct nursing care activities such as drawing up papers, looking up references, reviewing charts, and being orientated by staff nurses. For 3rd graders, measurments, observations, and nurse rounds in indirect nursing care activities are taken highly 3) The most frequent practice of the nursing care activites is checking vital signs : 65 times to 3rd graders and 46.5 times to 2nd graders. Our suggestions based on the results of this study are : 1. It is recommanded to repeat the same designed study in a variety of clinical fields for further study. 2. It is recommanded to collect data not by self-record method but by observated method. 3. It is needed for nursing instructors in Nursing Schools and in hospitals to develop the guidelines and check-list of clinical practice courses.

• Journal of Korean Home Economics Education Association
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• v.26 no.4
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• pp.115-128
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• 2014

The purpose of this study was to investigate home economics teachers' perception of cultural diversity education, to provide an efficient educational material for the multicultural education in teacher education and teacher retraining. 160 Home economics teachers answered the survey questionnaires. To analyze the data, SPSS 19.0 for Windows was used to conduct frequency analysis, factorial analysis, credibility analysis, t-test, one-way ANOVA, and Duncan's multiple comparison. The results of this study were as follows. Four dimensions of cultural diversity education were derived by factor analysis: cultural equality, diversity implementation, diversity value, comfort with diversity. As for their awareness about cultural diversity education, it was in the order of cultural equality, followed by diversity implementation, diversity value, and comfort with diversity. The groups were significantly different according to demographic variables. As for the whole awareness about cultural diversity education and the diversity implementation, group of age 40 teachers recognized more highly than other groups. Furthermore, teachers outside Jeonbuk area recognized more highly the cultural equality, diversity implementation, diversity value than those in Jeonbuk, which is the 3rd high area in the nation of multicultural family proportion. As for cultural equality and diversity implementation, teachers over 15 years of experience, recognized more highly than other groups. Those with the teacher certification in the college of education, recognized more highly the cultural equality, diversity value, comfort with diversity than teachers from the other colleges. Teachers who need multicultural education, recognized more highly cultural equality, diversity implementation, awareness of diversity than those who don't. These results imply that in home economics education, there must be more systematic studies on school field education and related educational programs in order to revitalize multicultural education. And for teachers with highly recognizing cultural diversity to conduct a systematic multicultural education more efficiently, there should be both systematic pre-service education programs at college level and in-service education programs for the teachers in terms of cultural diversity education.

• Journal of Fisheries and Marine Sciences Education
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• v.2 no.1
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• pp.15-28
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• 1989

The aim of this study is to improve the curriculum for the fisheries processing department in fisheries junior college in Korea. For this study, questionaries to alumani and students of the fisheries processing department of Tong-Yeong Fisheries Junior College are made and meeting materials of professors concerned and some leading managers of food processing company. In addition, curricula of the department food processing in two year or four year colleges both domestic and foreign are refered. The results obtained can be shown as follows ; 1. Subjects of the standard laboratory work designated by the Ministry of Education and required at the practical techique examination for the food precessing technitian certificates were chosen to student compulsorily, and the other subjects necessary to acquistion of the techniques were opened in this course electively. 2. The food processing departments in nationwide twenty-three junior college open seventy-eight major subject courses. Among those subjects, we choose the subjects only related to fisheries processing ones to put stress on the features of fisheries processing department. 3. The selected courses in improved curricula of this work are total 119 credits spending 142 class-hour per weeks. Detailed curricula are as follows ; liberal arts are consist of 13 subjects-24 credits, essential major subjects 12 subjects-32 credits, elective subjects 24 subject-56 credits and interdisciplinary subjects 2 subjects-5 credits. 4. The linking system of industrial-educational co-operation have to be established to fulfil the field practice, and legal basis should be made to support these educational circumstances. 5. To make sure a live education in junior college, present education terms should be extended more than 1 year, and improved textbook, method of experiment, practice and evaluation continuously.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.37 no.4
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• pp.11-31
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• 2019

Taking the painting, 「Landscape of the Jiuqu River in the Wuyi Mountain」 as the study object, which was produced in the middle of Qing Dinasty and collected by the British Library, this paper analyzes the scenery names recorded in the painting, and describes the landscape of the mountain, port and ships, architectural elements, civil elements, character, stone inscription and other scenery in the painting. The investigation results of the cultural landscape properties of each Gok are as follows: According to statistics, there are 28 architectural elements in the painting, including 7 pavilions (25%), 4 temples (14.3%), 3 Colleges and Taoist temple (10.7%), 2 Dowon(道院) and villages (7.1%); 29 civil elements, including 9 holes (31%), 6 Historical Sites (20.7%), 3 Stations(臺) (10.3%), 2 Ferries, 2 Bridges, and 2 Ponds (6.9%), 1 Garden, 1 Gate, 1 Mine(坑), 1 Well and 1 Remains(3.4%). These physical factors and civil factors are the important relics reflected the cultural landscape attributes of Wuyi-Gugok in the middle of the 18th century. Among the shape element in each Gok, the 1^st Gok have 12 shape elements(21.1%), the 5^th Gok 11(19.3%), the 4^th Gok 9(15.8%), the 9^th Gok 8(14%), the 3^rd Gok 7(12.3%), the 6^th Gok 4(7%), the 2^nd Gok 3(5.3%), the 7^th Gok 2(3.5%), and the 8^th Gok 1(2%). Through collation, it is found that the 1^st Gok, 5^th Gok and 4^th Gok have more prominent cultural landscape characteristics. In addition, according to the description of scenic spot types in 『Muisanji(武夷山志)』, there are 38 types of scenery description in the painting, of which, the three scenery of big rock, peak, small rock occupy the vast majority. This reflects the Danxia(丹霞) landform characteristics of Wuyi-Gugok. The cultural connotation of Wuyi Mountain expressed and contained in the painting is analyzed and interpreted, and it is found that the Jiuqu(九曲) River in the Wuyi Mountain has Neo-confucianism culture, Taoism culture, Buddhism culture, Tea culture and so on. In addition, among the 171 scenery names shown in the painting, there are altogether 7 stone inscriptions that are consistent with or have the same meaning as the rock inscriptions site, including 3 for inscriptions praising the landscape, 3 for philosophical inscription and 1 for auspicious language inscription, which is considered as the important basis for the mutual textuality between the pictures and the stone inscriptions.

• Journal of dental hygiene science
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• v.12 no.2
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• pp.131-137
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• 2012

The purpose of this study was to examine the sociopsychological stress of dental hygiene students, any possible gaps among them according to their general characteristics and the most influential factor for their stress. The subjects in this study were the dental hygiene students who were selected by convenience sampling from three different colleges. After a survey was conducted for about a month between March and April, 2011, the answer sheets from 561 students were analyzed. As for the sociopsychological stress of the dental hygiene students, economic stress was the heaviest sociopsychological stress that the students suffered(3.17). Regarding differences in each stressor according to general characteristics, they were more stressed out about their economy, families, interpersonal relationships and studies when they had a less conversation with their families. And they had more stress about their economy, families, interpersonal relationships and studies when they found themselves to be more unhealthy. The gaps between them and the others were statistically significant. As a result of analyzing the influential factors for their stress, they had more stress when they had a less conversation with their families(p<0.001) and when they found themselves not to be in good health(p<0.001). It's required to seek ways for dental hygiene students to cope with their stress properly, and the development of stress management programs is necessary. Besides, education and training should be provided for them to regulate their own stress successfully.

• Journal of dental hygiene science
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• v.8 no.2
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• pp.73-80
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• 2008

The purpose of this study was to examine the health promotion behavior of dental hygiene students in boosting a university student health. The subjects in this study were 687 dental hygiene students in four different colleges in Gyeonggi province. A survey was conducted in September and October 2007, and the collected data were analyzed with SPSS 12.0 program. The findings of the study were as follows: 1. The he freshmen scored lowest in oral health care behavior($3.11{\pm}.57$), and the gap between them and the others was statistically significant (p < .001). 2. In regard to health promotion behavior, the students who found themselves not to be in good shape scored lower in terms of nutritional care($3.63{\pm}.63$), social support($2.43{\pm}.60$), responsibility for their own health($2.40{\pm}.68$) and esteem for their own lives($2.33{\pm}.51$). There were statistically significant differences between them and the others(p < .001, p < 0.01). 3. As to the relationship of the academic background of parents to health promotion behavior, the students whose fathers stopped at middle school($3.62{\pm}.52$) lagged behind most in terms of nutritional (p < .001), and those whose mothers stopped at middle school($2.52{\pm}.52$) were given the smallest social support. The gap between these groups and the others were statistically significant(p < .05). 4. The self-boarding students($3.66{\pm}.57$) fall behind most in the aspect of nutritional care, and there was a statistically significant gap between them and the others(p < .001). 5. The students whose monthly mean household income was one million won or less($2.42{\pm}.62$) valued their own lives least, and the gap between them and the others was statistically significant(p < .05). 6. As for correlation among the variables, stronger social support led to better reverence for life, and better esteem for life was concurrent with better stress management. There was a statistically significant relationship between those variables(p < .01).

• Journal of Korean Academy of Nursing
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• v.26 no.4
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• pp.946-962
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• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.

• Korean Journal of Occupational Health Nursing
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• v.6 no.2
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• pp.144-155
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• 1997

In December 1990, Occupational Safety and Health Law was amended to reinforce employer's responsibilities on employees' health and safety. Among the amended law it was important to expand the role of an occupational health nurse to the role of an occupational health manager. An occupational health manager should take charge of coordinating periodic health examination and environmental hazard evaluation, providing primary care, monitoring employees' health status, giving the workplace walk-through, selecting safe protection equipment, providing health information, counseling and health education, independently. This position of occupational health nurse is equivalent to the role of doctors or occupational hygienists. In 1991, government made a master plan to prevent occupational disease and injury. Under the plan, Korea Industrial Nursing Association (KINA) was established in 1994 with the purpose of improving health services and upgrading career opportunities for members. Therefore, this study was designed to analyze the transition of occupational health nursing education with the changes of law and policy in Korea between 1991 and 1996. In details, it was to analyze the rate of school providing occupational health nursing practice based lecture, lecture hours, lecture contents in undergraduate curriculum, program contents of graduate school, kinds of continuing education, etc. For this purpose, we conducted survey two times. In February 1991, baseline study was conducted with all nursing programs in Korea (19 BSN programs and 43 nursing departments of junior college). From April to May in 1996, the second survey was conducted with all nursing programs (38 BSN programs and 69 junior colleges). The first response rate was 66.1% and the second was 40.6%. Structured questionnaires were mailed to the deans or the community health nursing faculties. In the case of graduate school, telephone survey was conducted with 10 school of public health or environmental health area. Data from the yearbook of Industrial Safety Training Institute (ISTI), the history of Korea Industrial Health Association, and the journals of KINA were also included in the analysis. As the results, we found that there were remarkable improvement in undergraduate and graduate programs, obligatory as well as voluntary continuing education in terms of occupational health nursing expertise between 1991 and 1996. 1) The number of school providing occupational health nursing practice-based lecture was increased with the rate from 7.3% to 25.6%. The rate of school giving over 15 class-hours was increased from 33.3% to 46.6%. 2) Content areas were composed of introduction of occupational health, occupational epidemiology, industrial hygiene, occupational disease and injury, law and policy, health education, concept of occupational health nursing, role of occupational health nurse, occupational health nursing process, etc. Of content areas, occupational health nursing process was more emphasized with the increased rate from 43.9% to 88.4%. 3) In the case of graduate school, occupational health programs were increased from 4 to 10. One of them has developed occupational health nursing program as an independent course since 1991. 4) The law increased educational hours from 28 hours to 36 hours for introductory course at the time of appointment, and from 14 hours to 24 hours every 2 years for continuing education. Course contents were Occupational safety and health law, introduction of occupational health, health education methodology, planning and evaluation, periodic health exam, occupational disease care, primary care, emergency care, management, industrial environment evaluation, etc. In 1996, Korea Industrial Nursing Association has begun to provide continuing education after Industrial Safety Training Institute. 5) Various educational programs in voluntary base were developed such as monthly seminar, CE articles, annual academic symposium, etc. It was shown that changes of law and policy led rapid growth of occupational health nursing education in various levels. From this trend, it is expected that occupational health nurse expertise be continuously to be enhanced in Korea. Legal and political supports should proceed for the development of occupational health nursing in early stage.

• Journal of Korean Library and Information Science Society
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• v.5
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• pp.119-168
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• 1978

This is a survey of the reserved book system in the pilot universities in Korea. We have surveyed only 22 university libraries among 29 pilot schools as of 1977, because of the differences in the library users, library organization, library facilities, and library materials between universities and colleges. In 1972, the Korean Ministry of Education developed a reformation plan for their higher education based on the teaching method of curriculum-oriented faculty instead of that of the faculty-oriented curriculum. The former puts emphasis on the cultivation of a student's thinking, creativity, and judgement through self-teaching to do a given assignment. The reserved book system in a college or university library is one of the most important methods necessary to accomplish the above educational aim. The survey used a questionnaire with 50 question on 28 items concerning the various aspects of the reserved book system in 22 pilot universities. the survey result discovered many problems needing correction. The following list describes the measures needed to correct the problems found in the pilot universities. 1. The management of a centralized reserved book system is much more effective and economical than the decentralized reserved book system when a university is located on the same campus. 2. In the university library, an independent reserved book department requires to gain the desired educational aims as compared with the reserved book room controlled by any other department in the library. 3. The reserved book system should not be adopted by all the departments at once but enlarged gradually, for it needs the understanding and support of faculty members and the university itself. 4. As competence is essential to the effective operation of the reserved book room, the university library should not place an unqualified person in charge of the reserved book department. 5. The librarian in charge of the reserved book department is required to do more professional works such as analysis of users, collection and analysis of syllabuses, maintenance of faculty member cooperation, establishment of measures to acquire unavailable materials, and drawing up an effective management plan. However, he is spending most of his time in clerical works, that is, non-professional works. 6. Three to five titles of each reserved book are considered reasonable and required materials should be shelved in proportion to the number of students, that is, one copy per eight or ten students if the materials are allowed to lend for two hours at a time. For the supplementary materials, the library needs to place two or three copies per subject. 7. Professors must select reserved books with care so that they can be used year after year. 8. Few universities are asking professors the number of class students and the date when the reserved material will no longer be needed on reserve. 9. The library should gather all the lists of reserved books from every professor at least three to five months before the courses open, because it takes a long time to obtain foreign materials. 10. It is desirable that the reserved book department should collect the lists and prepare the materials with promptness and consistency. 11. Instead of block buying, it is desirable to purchase reserved books at the time the library gets the reserved book list from the professors. The library should also inform faculty members whether it obtained each reserved book or not before the course open. 12. The library should make a copy of materials if a professor requires to reserve an out-of-print book or partial contents of a book, journal, and thesis. 13. An independent budger for reserved books from the budget for general materials is desired. 14. The shelf arrangement of reserved books by courses or professors under the same department is much more preferable than a classified arrangement. 15. While most of the universities adopted the open shelves system for all the reserved books, it is more effective and economical to take a compromise system, that is, closed shelves for requires materials and open shelves for supplementary materials. 18. Circulation of reserved books needs a different system between required materials and supplementary materials: two or three hours and/or overnight loan for the former and two and/or three days loan for the latter. 17. A reserved book room should be open a long time after class so that students can have sufficient time to use the room. 18. The library must take daily and monthly statistic as well as statistics on every aspect of the reserved book system in order that the library ma decide on policy and management of the reserved book room in collaboration with the university. Furthermore, regular reports on the use of the reserved book room should be made to the president and the executive council by the library to acquire their understanding and cooperation for the reserved book system. 19. Cooperation of faculty members is indispensable to the effective management of the reserved book department and it is desirable to make a committee which will fix various decisions about the system. Whenever the director of the library make his decision, he must consult with his staff in order to involve them earnestly in the operation of the system.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.564-575
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• 2015

A self-administered survey was conducted in dental hygiene students at colleges or universities in Daegu and North Gyeongsang Province to provide basic data necessary to suggest standards for the direction of career for dental hygiene students and construct desirable image of dental hygienists. The data were collected from February to May 2013; with the exception of 46 questionnaires containing insincere responses, 1,679 were finally analyzed using SPSS/Win 18.0, drawing the following conclusion: The freshmen showed higher levels of regret for selection and enrollment recommendation than the sophomores, juniors, or seniors and the sophomores, juniors, and seniors showed higher levels of willingness to change courses than the freshmen; thus, those in lower grades showed higher environment satisfaction. As for desired career, regardless of grades, they showed higher preference for being employed as a dental hygienist; as for desired paths to get a job, the freshmen were more likely to get professors' recommendations and the sophomores, juniors, and seniors showed higher preference for open recruitment. They showed higher preference for getting a job in a large city because of greater possibility of improvement. As for the desired period of employment, regardless of grades, they showed higher preference for employment before getting married and for reemployment after their children grew up; as for desired workplace, the freshmen showed higher preference for a dental clinic in a hospital, whereas the sophomores, juniors, and seniors showed higher preference for a dental hospital. As for the differences in image of dental hygienists by grades, the freshmen and sophomores showed higher levels of attitudes than the juniors; the freshmen and sophomores showed higher levels of beliefs than the juniors or seniors; and the seniors showed higher levels of values than the freshmen, sophomores, or juniors, and the sophomores and juniors showed higher levels of values than the freshmen; thus, students in lower grades showed higher levels of attitudes and beliefs and those in higher grades showed higher levels of values. Such factors of enrollment satisfaction as willingness to change courses and persuasion to make enrollment had significant effects on image of dental hygienists. Dental hygiene students need to make efforts to establish a job identity and get desirable image of dental hygienists and to make constant efforts to promote more accurate and positive image of dental hygienists through systematic and positive public relations.