• Korean Journal of Community Nutrition
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• v.13 no.6
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• pp.818-828
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• 2008

This study was conducted to investigate actual conditions and needs on breastfeeding education for pregnant women in health centers for the development of a breastfeeding educational program. The questionnaires were mailed to 245 health centers and 148 (60.4%) questionnaires were returned. 91% of the health centers had breastfeeding education for pregnant women. 66% of them operated breastfeeding education as one part of other health programs. About 76% of supervisors and 64% of educators were the nurses. The teaching methods frequently used were lectures (30.5%), giving out booklets and leaflets (22.6%), demonstration and practice (21.5%), personal counseling (13.3%), and others. The teaching materials used were materials of outside speakers (39.7%), materials of development oneself (19.0%), materials of academic association or institute (14.8%), and others. The subjects which educators taught were the benefits of breastfeeding (16.7%), breastfeeding techniques (15.8%), caring for breasts before and after delivery (15.1%), nutritional management for lactating women (14.2%), coping strategies for the difficult situation of breastfeeding (13.3%), and others. Those were different from each other according to the educators' general characteristics. Success factors of education were increased motivation for breastfeeding (52.8%), practice (22.6%), professional's lecture (11.3%) and others. The failure factors of education were the ineffectiveness of the lecture method (69.2%), lack of education for supporters (15.4%) and lack of standardized education (15.4%). The most important barrier of education was the lack of a standardized breastfeeding educational programs (43.9%). The most effective teaching methods that educators thought were demonstration and practice (24.0%). The educators thought they need the tools and space for practice (28.2%), a standardized breastfeeding educational program (26.9%), and the human resources (24.4%) for effective education. Subjects that educators thought important for education were the breastfeeding techniques, benefits of breastfeeding, caring for breasts before and after delivery, nutritional management for lactating women, coping strategies for the difficult situation of breastfeeding, rooming system after delivery, ways to assess mother's milk quantity, introducing successful cases of breastfeeding in rank order. To promote the effectiveness of breastfeeding education, standardized breastfeeding educational programs, diverse teaching materials, space and tools, and human resources are needed.

• Journal of Korean Academy of Nursing
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• v.18 no.2
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• Research in Community and Public Health Nursing
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• v.13 no.1
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• pp.124-136
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• 2002

In the present study we have attempted to explore the relationship between family support that young people receive and the level of Ego Identity that they develop. We started the present study with the purpose of providing parish nurses with some basic data for nursing intervention for family and school nursing, as well as for community health care. We conducted the present study during the period of October 15, 2001 through November 5, 2001. The objects of this study were Inmunge High School students chosen from a school in Daejon. The subject students were selected randomly from each grade in that school. The numbers of subjects selected were 120 boys and 113 girls (total: 233). The research tool that we used to measure perceived family support received by students was one that Ga Eon Lee revised for high school students on the basis of Cobb's theory. To measure the subject students' Ego Identity level we used Bong Yon Sho's 'Ego Identity Scale', that he revised from Dignan's 'Ego Identity Scale' for Korean high school students. Data were analyzed with SPSS Win 10.0 program using statistics of frequencies, percentage, t-test, ANOVA, and Pearson correlation coefficient. The findings of the present study indicate that: 1) The mean of family support that the subject students feel that they received was 39.99 on the family support scale, and the mean of the students on the Ego Identity scale was 186.16. 2) The support that the subjects received from their own family had a statistically significant correlation with their Ego Identity (r=.93, p=.00). 3) Various factors had a significant correlation with the level of family support perceived by the subjects: the subject's grade (F=3.35, p=.04), the subject's religion (t=6.39, p=.00), the family's economic situation (F=9.14, p=.00), the birth order (F=27.61. p=.00), the father's education (F=23.17, p=.00), the mother's education (F=28.70, p=.00), parental relationship (F=2657.03, p=.00), and the structure of the family (F=-9.65. p=.00). 4) Various factors had a significant correlation with the level of the subject's Ego Identity: the subjects religion (t=6.20, p=.00), the family's economic situation (F=12.56, p=.00), the birth order (F=22.85, p=.00), the father's education (F=10.37, p=.00), the mother's education (F=20.69, p=.00), parental relationship (F=938.73. p=.00), and the structure of the family (F=-8.74, p=.00). 5) Analyzing sources of support within the family, family members whom the subjects trust most (F=3.08, p=.03) and family members to whom they talk most (F=5.85, p=.00) showed the most significant differences. Analyzing sources of support within the family that affect the level of the subjects' Ego Identity, family members whom the subjects trust most (F=3.30. p=.02) and family members to whom they talk most also showed the most significant differences.

• Journal of Korean Physical Therapy Science
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• v.18 no.4
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• pp.31-46
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• 2011

The purpose of this survey was to give data and information about type and needs of Home Physical Therapy, Visiting Physical Therapy and School Physical Therapy for physical and nurse. The subjects were 154(99 physical therapists and 55 nurses) who were working at geriatric rehabilitation hospitals and children hospitals. The period of questionary collection was from the 15 of August to the 15th of September 2011. And data was analysis from 99 articles such as journals related to physical therapy, and searched with keyword 'home and visiting physical therapy' by web site and Korea National Assembly Library from 1991 to 2011. The data was analysis with percentage, mean, standard deviation and ANOVA by SPSS PC 12.0. The results were as follows; 1. The definition of 'Home Physical Therapy' has been community based on physical therapy service for the patient who had diagnosis by medical doctor, has been based on medical law. The definition of 'Visiting Physical Therapy' has been community based on physical therapy service at home for the patient who had diagnosis by medical doctor, for the national basic living security, and senior citizen over 65 years who lives alone, has been based on law for community health and law of long term health insurance. The definition of 'School Physical Therapy' has been school based on physical therapy service at school after class for the disabled children who are studying at school, has been based on special education law article 28. 2. As for the knowledge of the Home and Visiting and School Physical Therapy, both groups PT and nurse were 'I do not know'125(81.3%) of the difference the concept of 3 definitions, so it means to need education and information about the different concept of three physical therapy. As for the needs of home and visiting physical therapy, both groups of PT and Nurse were 'needs' 151(98.1%). Physical therapist showed of 'Needs' on visiting physical therapy 35(35.4%), home physical therapy 32(32.3%), and schole physical therapy 32(32.3%). Nurse showed of 'Needs' on home physical therapy 23(41.8%). visiting physical therapy 19(34.5%), school physical therapy 13(23.6%). Therefore it is necessary to have home and visiting physical therapy as for the elderly and disabled person. 3. As for the qualification of Home and Visiting physical therapist, both PT and nurse groups showed as follows; take post graduation education program for home and visiting therapy after became PT : home physical therapist 108(70.1%), visiting physical therapist 106(68.8%). So it means education center or university can be developed post graduation program for home and visiting physical therapist. 4. As for the 'Needs' of school physical therapy, both groups of PT and nurse showed as follows; 'Needs' 142(92.2%), 'Needs superviser education program' 148(96.1%), in PT group showed 'I will participate of education program' 92(92.9%). 5. As for the present states of research papers or report of home, visiting, and school physical therapy was as follows; the 103 papers for 8 fields about' the needs of home and visiting physical therapy' from 1991 to 2011, the 13 papers for 2 fields about school physical therapy from 2001 to 2011, so total papers were 114 articles.

• Journal of Korean Academy of Nursing
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• v.30 no.1
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• pp.39-46
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• 2000

This study, was done to compare the nursing education systems of China and South Korea (Korea), then, on the basis of this comparison, to examine the direction of nursing education in China. The results the study are as follows : 1. Nursing education in Korea was influenced by social change, political policy, but as it was established, nurses in Korea, were able actively involved in presenting nursing education development proposals to the government, and in developing nursing education through their own efforts. Nursing education in China developed through the political policy of a socialist Country. During the period of modernization after 1977, a nursing education developed very quickly, In 1983, the first baccalaureate nursing education program was established and, in 1992, the first masters program was opened. 2. In Korea, there are two nursing education systems; diploma and baccalaureate, and there is only one entry level, high school graduation. In China today, on the other hand, there are three types of nursing education systems; technical, diploma, and baccalaureate, and they have middle school and high school graduation as the two levels of entry. 3. There are similarities between China and Korea in curriculums for nursing education which include the major nursing concepts. But in descriptions of the education objectives, China the emphasis is on training the 'expert' in clinical nursing which is not consistent with their educational philosophy. Korea differs from China in that the focus is on training for 'multiple ability' to be used in both clinical and community environments. 4. In Korea, the curriculum is organized with the theoretical and clinical experience combined. The curriculum is oriented to the life cycle and human developmental process. In China, however, the curriculum is organized so that after finishing the theoretical part of the curriculum, the students begin a one year intensive field experience in which the major clinical field is the hospital, and the focus is on disease oriented care and research ability. 5. In order for nurses to be proposed to address nursing education system needs follows : to change as The new nursing education system should be baccalaureate education in order to improve the education level in all nursing education programs, to develop doctoral programs, to open nurse specialist programs, and to develop a new curriculum based nursing philosophy and health delivery system change. New nursing curriculum for health care in China in the 21st century should be directed by a framework based on nursing philosophy, objectives and nursing content. In conclusion, the study will contribute China nursing education system revolution for policy develop and curriculum research. According to these results, in the future, nurses in China should be more actively involved in research and in a nursing education revolution, Also they should be involved in building information networks and in developing long term projects in nursing education.

• Journal of Korean Biological Nursing Science
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• v.18 no.4
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• pp.264-273
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• 2016

Purpose: This study is a descriptive study to investigate the relevance between pathophysiological subject and examination workbook items for national nurse licensure examination in South Korea and the United States. Methods: Eight registered nurse licensure examination workbooks published by the Korean nurses association were used for the analysis. Saunders comprehensive review for the national council licensure examination (NCLEX-RN) was used for analysis of those in the United States. The relevance between the subjects in the standard syllabuses of pathophysiology and the registered nurse licensure exam items of these workbooks in South Korea and the United States respectively was analyzed. Results: The Relevance rates in South Korea and the United States were : fundamentals of nursing 6.34% vs 32.12%, adult nursing 25.5% vs 25.92% child health nursing 7.81% vs 21.7%, woman health nursing 5.1% vs 17.07% psychiatric mental health nursing 2.7% vs 7.32%, and community health nursing 0.9% vs 0%. Conclusion: the relevance in pathophysiology between the registered nurse licensure exam in South Korea and the United States was high in adult nursing and fundamentals of nursing (especially in the United States). In developing integrated registered nurse licensure exam questions, we should consider pathophysiology as an important subject.

• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.46-58
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• 1997

This review article provides the trend of current nursing curriculum of todays in Korea and its perspectives. This article reviewed 5 aspects of the current nursing curriculum for the undergraduate program, those are the (1)educational philosophy and believes (2)the nursing concepts revealed in the current nursing curriculum (3)the educational goals and objectives (4)the framework of nursing curriculum (5)the syllabus and credit hours. The common nursing concepts in the current nursing curriculum are Nursing, Human being, Environment/society, Health, Nursing science. The examplary vertical concepts composing of the current nursing curriculum are nursing process, life styles and the horizontal concepts are client, health promotion /recovery /maintenance, leadership, and research. The common subjects composing of the nursing syllabus are the introductory subjects(nursing history, nursing professionalism, foundamental nursing), and the supportive subjects (communication, human relationship, human growth and development, health education, etc) and nursing research, the intrductory basic sciences (anatomy, physiology etc.), and the major nursing subjects (adult nursing, child nursing, maternity nursing, psychiatric nursng, community nursing, nursing administration.) In order to have more advanced nursing education, the suggestions were provided as follows : (1) It is necessary to have revision and evaluation of the process and the structure of the current nursing curriculum periodically. (2) The concept of health promotion for all human being should be integrated into the nursing curriculum. (3) The nursing education program should be unified into baccalauliate level to get one type of nurse-registration system. (4) The nursing courses will need to provide the necessary contemporary Informations to allow the nurses to fuction efficiently in this rapidly changing era. (5) The use of new technology in nursing education is necessary to expand nursing education more.

• Journal of Korean Academic Society of Home Health Care Nursing
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• v.26 no.1
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• pp.36-50
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• 2019

Purpose: The purpose of this study is to analyze the status quo of hospital-based home care utilization in Korea from 2008 to 2017. Methods: Data from a total of 1,396 medical institutions, 350,390 patients, and 3,563 home care nurses were analyzed using claim data from the Health Insurance Review & Assessment Service. Results: The number of hospital-based home care agencies decreased from 177 in 2008 to 115 in 2014. This number started to increase in 2015 and reached 179 in 2017. The number of hospital-based home care patients declined from 35,056 in 2008 to a low of 26,848 in 2013. This number started to increase in 2014 and reached 67,863 in 2017. Essential hypertension was the most common disease among hospital-based home care patients from 2008 to 2015. The number of hospital-based home care visits declined from about 500,000 in 2008 to a low of 362,000 in 2013. This number started to increase in 2014 and reached 658,000 in 2017. Conclusion: It is necessary to vigilantly monitor hospital-based home care agencies, patients, and the utilization of services. This may help establish platforms for providing community and home-based nursing services for the super-aged society in Korea.

• Journal of Korean Academy of Nursing
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• v.50 no.6
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• pp.799-812
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• 2020

Purpose: This study aimed to construct and test a predictive model that explains and predicts the quality of life in older men living alone. Methods: A self-report questionnaire was used to collect data from 334 older adult men living along aged 65 years or over living in Jeollanam-do provinces. The endogenous variables were depression, self-rated health, instrumental activity of daily life, health promotion behaviors, the number of social participation activities and quality of life. Data were analyzed using the SPSS 21.0 and AMOS 21.0 programs. Results: The final model with 14 of the 8 analysed paths showed a good fit to the empirical data: χ2 = 173.26(p < .001, df = 53), normed χ2 = 3.27, GFI = .92, NFI = .90, CFI = .93, TLI = .89, RMSEA = .08 and SRMR = .06. Activities had direct effect on quality of life of older men living alone and social support had both direct and indirect effects. Meanwhile, function and socioeconomic status showed only indirect effects. The variables included in the eight significant paths explained 83.7% of variance in the prediction model. Conclusion: Instrumental activities of daily living and social support effect directly on quality of life in the older men living alone. Findings suggest that health care providers including community nurses need to provide social support as well as empowerment programs of instrumental activities of daily living and health promotion for improving quality of life of the older men living alone.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.6 no.1
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• pp.64-77
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• 1999

This study was conducted to investigate the use of medical equipment in patients receiving home care service. The subjects of this study were 88 patients cared by seven home care nursed who were registered in the Seoul Nurses Association. Data was collected from Aug. 1, 1998 to Dec. 30, 1998. The findings are as follows. 1. The sample was found to be 55.7% female : 51.7% over 65 years old. 75% with neurologic disease including CVA, brain tumor, ICH, Parkinsonism & Spinal stenosis and 78.4% living in Seoul. The Clinical experience of the home care nurses was greater than five years. 2. Medical equipment which the patients possessed were foley catheters(61.4%), L-tubes(59.1%) and tracheostomy tubes(51.1%). 3. Technical difficulties in use of medical equipment were related to home care ventilators(60.0%), L-tubes(3.8%) and tracheostomy tubes(2.2%). 4. Most of the medical equipment were obtained from the hospital where they had been admitted previously or from medical equipment companies. 5. Complications from the use of this equipment were infection through invasive techniques including wound drainage tubes(50%), and IV injections(22.2%), The complications were resolved through referral to the doctor of the hospital where they were previously admitted or through community health centers. 6. Most of the equipment was disposable, and equipment was disinfected by using various methods including boiling and soaking in antiseptic solutions. These findings suggest that consistant policy on the management of medical equipment is necessary for the safety of home care patients.