• 한국가족복지학
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• 제55호
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• pp.31-58
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• 2017

본 연구는 가족갈등과 가구주 우울수준의 종단적 상호관계를 탐색하는 연구이다. 한국복지패널자료(2006-2009년)를 활용하여 가족갈등과 가구주 우울수준을 측정하였고, 다중회귀분석(multiple regression analysis)과 자기회귀교차지연모형분석(autoregressive cross-lagged model)을 통해상호영향력을 검증하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 가족갈등수준이 가구주의 우울수준에, 가구주의 우울수준이 가족갈등수준에 미치는 단일방향의 회귀계수는 관련 변수들을 통제한 상태에서도 각각 유의한 것으로 나타났다. 둘째, 가족갈등수준과 가구주 우울수준은 4년 동안 자기회귀계수와 교차지연회귀계수가 모두 유의한 것으로 나타났다. 이는 가족체계이론에서 제시하는 가족문제의 상호 순환론적 인과관계가 가족갈등과 가구주 우울수준의 관계에도 적용이 가능함을 시사한다. 이러한 결과를 바탕으로 가족갈등과 가구주 우울수준의 부정적 상호 순환 관계를 차단하기 위해 개인과 가족에 대한 동시적 접근의 필요성이 강조되었다. 본 연구의 이론적, 실천적, 정책적 함의가 논의되었다.

• 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.

• 대한지역사회작업치료학회지
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• 제2권1호
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• pp.75-84
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• 2012

목적 : 본 연구는 원예치료를 포함한 작업치료적 중재프로그램이 치매노인의 인지기능과 일상생활수행능력에 미치는 영향을 알아보기 위한 것이다. 연구방법 : 노인요양시설에 거주하고 있는 치매노인 16명을 대상으로 대조군과 실험군으로 확률 할당하여 실험전과 후에 측정하였다. 인지기능은 한국형 간이치매 사정도구(MMSE-K)을 사용하였고 한국판 수정 바델지수(K-MBI)를 이용하여 일상생활수행능력을 평가하였다. 작업치료적 중재프로그램 전과 후에 측정하였으며, 수집된 자료는 SPSS 12.0 통계프로그램을 사용하여 분석하였다. 작업치료적 원예치료의 적용 전 후의 인지기능, 일상생활수행능력 차이를 비교하기 위해를 Wilcoxon Signed Rank Test 실시하였고, 실험 전, 후의 군간 차이를 알아보고자 Mann-Whitney test를 사용하였다. 통계학적 유의수준 ${\alpha}=0.05$로 하였다. 연구결과 : 1. 대조군과 실험군의 실험 전과 실험 후의 인지기능의 변화를 알아보기 위해 Wilcoxon Signed Rank Test를 실시한 결과 대조군은 실험전 $16.25{\pm}1.38$점에서 실험후 $16.00{\pm}.92$점으로 유의한 차이가 없었으나, 실험군은 실험전 $16.00{\pm}1.51$점에서 실험후 $17.87{\pm}1.35$점으로 통계적으로 유의한 차이가 있었다(p<.05). 각 측정 시기별 군간의 차이를 알아보기 위해 Mann-Whitney test를 실시한 결과 실험 전에는 두 군간 유의한 차이가 없었으나, 실험 후 두 군간 통계적으로 유의한 차이가 있었다(p<.05). 2. 대조군과 실험군의 실험 전과 실험 후의 일상생활수행능력의 변화를 알아보기 위해 Wilcoxon Signed Rank Test를 실시한 결과 대조군은 실험전 $74.00{\pm}1.30$점에서 실험후 $74.25{\pm}1.16$점으로 유의한 차이가 없었으나, 실험군은 실험 전 $73.75{\pm}1.28$점에서 실험후 $76.37{\pm}1.30$점으로 통계적으로 유의한 차이가 있었다(p<.05). 각 측정 시기별 군간의 차이를 알아보기 위해 Mann-Whitney test를 실시한 결과 실험전에는 두 군간 유의한 차이가 없었으나, 실험 후 두 군간 통계적으로 유의한 차이가 있었다(p<.05). 결론 : 이상의 결과를 통해 원예치료를 포함한 작업치료적 중재프로그램은 치매노인의 인지기능과 일상생활수행능력에 긍정적인 영향이 있음을 확인할 수 있었으며, 이는 향후 임상에서 치매노인 중재의 기초자료로 활용할 수 있을 것으로 사료된다.

• 한국산림과학회지
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• 제113권1호
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• pp.118-130
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• 2024

채굴지역의 복구는 생태계에 대한 다양한 피해를 줄일 수 있지만, 생태계서비스(Ecosystem Service, ES)에 대한 영향과 지역사회에 대한 기여는 불확실하다. 채굴작업에 의해 영향을 받는 ES 수혜자와 그 주변 환경에 어떻게 이익이 도출되는지를 식별하고, 나아가 수혜자들이 원하는 ES로 채굴지역을 복구·관리해야 한다. 본 연구는 국내 폐광산 지역의 산림복구지와 관련하여 TEEB(The Economics of Ecosystems and Biodiversity) 기준에 따라 18개의 ES(공급서비스 4개, 조절서비스 7개, 문화서비스 5개, 서식지서비스 2개)를 선정하였다. 그리고 11점 리커트 척도(0점 '모름', 1점~5점 '부정적 혜택', 6점~10점 '긍정적 혜택')의 반 구조화(semi-structure)된 설문지로 지역사회 87명(태백시 62명, 정선군 25명)의 사회 인식을 조사하고, 핵심 ES를 도출하였다. 두 지역사회는 폐광산의 산림복구지에 대해 문화서비스(심신건강, 심미적 가치 및 영감, 레크리에이션)와 조절서비스(국지기후 및 대기조절, 자연재해조절)를 중심으로 인식과 수요가 높은 것으로 나타났다. 해당 서비스들은 지역사회에서 실생활과 밀접하게 연관되면서, 지역주민에게 긍정적 혜택을 주었거나 향후 삶의 질을 높일 수 있는 서비스였다. 하지만 평균 점수가 6~7점에 국한되어, 실제 지역사회에 미치는 혜택은 미비한 것으로 나타났다. 공급서비스는 식량, 원재료 등 이용가능성이 높은 재화를 창출하거나 수익기회를 제공하는데 기여하는 항목임에도 불구하고, 인식은 부정적이었다. 이는 광산활동 이전부터 전통적으로 특정 공급 ES에 의존했던 지역주민을 고려하지 않은 산림복구로 지역사회와 공급 ES의 흐름이 단절된 것을 보여준다. 향후 산림복구지의 지속가능한 이용 및 생태계 증진을 위해서 반드시 지역사회의 복지를 고려한 복구과정이 필요할 것이다. 본 연구결과는 국내 광산지역 개별 특성 및 상황에 맞는 산림복구를 위한 맞춤형 생태계서비스 증진 전략을 수립하는데 활용될 수 있을 것이다. 단, 빈도분석에 따른 정성적 평가로 연구결과가 도출되었으므로, 추후 폐광산 지역 산림복구에 대한 핵심 ES에 대한 정량화와 가치평가가 이루어져야 할 것으로 판단된다.

• 대한간호학회지
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• 제11권1호
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• pp.65-87
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• 1981

The study is aimed at exploring concept held by clinical nurses of nursing. The data were collected from 225 nurses conviniently selected from the population of nurses working in Kang Won province. Findings include. 1) Nurse's Qualification. The respondents view that specialized knowledge is more important qualification of the nurse. Than warm personality. Specifically, 92.9% of the respondents indicated specialized knowledge as the most important qualification while only 43.1％ indicated warm personality. 2) On Nursing Profession. The respondents view that nursing profession as health service oriented rather than independent profession specifically. This suggests that nursing profession is not consistentic present health care delivery system nor support nurses working independently. 3) On Clients of Nursing Care The respondents include patients, family and the community residents in the category of nursing care. Specifically, 92.0％ of the respondents view that patient is the client, while only 67.1％ of nursing student and 74.7％ of herself. This indicates the lack of the nurse's recognition toward their clients. 4) On the Priority of Nursing care. Most of the respondents view the clients physical psychological respects as important component of nursing care but not the spiritual ones. Specially, 96.0% of the respondents indicated the physical respects, 93% psychological ones, while 64.1% indicated the spiritual ones. This means the lack of comprehensive conception on nursing aimension. 5) On Nursing Care. 91.6% of the respondents indicated that nursing care is the activity decreasing pain or helping to recover illness, while only 66.2% indicated earring out the physicians medical orders. 6) On Purpose of Nursing Care. 89.8% of the respondents indicated preventing illness and than 76.6% of them decreasing 1;ai of clients. On the other hand, maintaining health has the lowest selection at the degree of 13.8%. This means the lack of nurses' recognition for maintaining health as the most important point. 7) On Knowledge Needed in Nursing Care. Most of the respondents view that the knowledge faced with the spot of nursing care is needed. Specially, 81.3% of the respondents indicated simple curing method and 75.1%, 73.3%, 71.6% each indicated child nursing, maternal nursing and controlling for the communicable disease. On the other hand, knowledge w hick has been neglected in the specialized courses of nursing education, that is, thinking line among com-w unity members, overcoming style against between stress and personal relation in each home, and administration, management have a low selection at the depree of 48.9%,41.875 and 41.3%. 8) On Nursing Idea. The highest degree of selection is that they know themselves rightly, (The mean score measuring distribution was 4.205/5) In the lowest degree,3.016/5 is that devotion is the essential element of nursing, 2.860/5 the religious problems that human beings can not settle, such as a fatal ones, 2,810/5 the nursing profession is worth trying in one's life. This means that the peculiarly essential ideas on the professional sense of value. 9) On Nursing Services. The mean score measuring distribution for the nursing services showed that the inserting of machine air way is 2.132/5, the technique and knowledge for surviving heart-lung resuscitating is 2.892/s, and the preventing air pollution 3.021/5. Specially, 41.1% of the respondents indicated the lack of the replied ratio. 10) On Nurses' Qualifications. The respondents were selected five items as the most important qualifications. Specially, 17.4% of the respondents indicated specialized knowledge, 15.3% the nurses' health, 10.6％ satisfaction for nursing profession, 9.8% the experience need, 9.2% comprehension and cooperation, while warm personality as nursing qualifications have a tendency of being lighted. 11) On the Priority of Nursing Care The respondents were selected three items as the most important component. Most of the respondents view the client's physical, spiritual: economic points as important components of nursing care. They showed each 36.8%, 27.6%, 13.8% while educational ones showed 1.8%. 12) On Purpose of Nursing Care. The respondents were selected four items as the most important purpose. Specially,29.3% of the respondents indicated curing illness for clients, 21.3% preventing illness for client 17.4% decreasing pain, 15.3% surviving. 13) On the Analysis of Important Nursing Care Ranging from 5 point to 25 point, the nurses' qualification are concentrated at the degree of 95.1%. Ranging from 3 point to 25, the priorities of nursing care are concentrated at the degree of 96.4%. Ranging from 4 point to 16, the purpose of nursing care is concentrated at the degree of 84.0%. 14) The Analysis, of General Characteristics and Facts of Nursing Concept. The correlation between the educational high level and nursing care showed significance. (P < 0.0262). The correction between the educational low level and purpose of nursing care showed significance. (P < 0.002) The correlation between nurses' working yeras and the degree of importance for the purpose of nursing care showed significance (P < 0.0155) Specially, the most affirmative answers were showed from two years to four ones. 15) On Nunes' qualification and its Degree of Importance The correlation between nurses' qualification and its degree of importance showed significance. (r = 0.2172, p< 0.001) 0.005) B. General characteristics of the subjects The mean age of the subject was 39 ; with 38.6% with in the age range of 20-29 ; 52.6% were male; 57.9％ were Schizophrenia; 35.1% were graduated from high school or high school dropouts; 56.l％ were not have any religion; 52.6% were unmarried； 47.4% were first admission; 91.2% were involuntary admission patients. C. Measurement of anxiety variables. 1. Measurement tools of affective anxiety in this study demonstrated high reliability (.854). 2. Measurement tools of somatic anxiety in this study demonstrated high reliability (.920). D. Relationship between the anxiety variables and the general characteristics. 1. Relationship between affective anxiety and general characteristics. 1) The level of female patients were higher than that of the male patient (t = 5.41, p < 0.05). 2) Frequencies of admission were related to affective anxiety, so in the first admission the anxiety level was the highest. (F = 5.50, p < 0.005). 2, Relationship between somatic anxiety and general characteristics. 1) The age range of 30-39 was found to have the highest level of the somatic anxiety. (F = 3.95, p < 0.005). 2) Frequencies of admission were related to the somatic anxiety, so .in first admission the anxiety level was the highest. (F = 9.12, p ＜ 0.005) 0. Analysis of significant anxiety symptoms for nursing intervention. 1. Seven items such as dizziness, mental integration, sweating, restlessness, anxiousness, urinary frequency and insomnia, init. accounted for 96％ of the variation within the first 24 hours after admission. 2. Seven items such as fear, paresthesias, restlessness, sweating insomnia, init., tremors and body aches and pains accounted for 84% of the variation on the 10th day after admission.

• Journal of Preventive Medicine and Public Health
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• 제30권3호
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• pp.630-642
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• 1997

60세이상 노인인구를 대상으로 '농촌지역 노인들의 우울 및 인지기능 장애에 관한 연구'를 한 이정애와 정향균의 연구대상 558명에 대해 농촌지역 노인들의 인지기능 장애와 사망과의 관련성을 살펴본 결과는 다음과 같다. 1) 3년동안 동안 전체 대상자의 사망률은 558명중 57명인 10.2%이었으며 353명의 정상 인지기능군 중 사망자는 30명으로 사망률 8.5%, 126명 의 경도 인지장애군중 사망자는 14명으로 사망률 11.1%, 79명의 중증 인지장애군중 사망자는 13명으로 사망률 16.5% 이었다(표 3). 2) 3년동안 전체 연구 대상자의 생존율은 0.91이었으며 정상, 경도, 중증 인지기능 장애군의 3년 생존율은 각각 0.92, 0.90, 0.86이었다. 로그 순위 검정법으로 인지기능 정상군과 경도 및 중증의 각 인지기능 장애군의 생존곡선을 비교한 결과 통계적으로 유의하지 않았다. 또한 인지기능 정상군과 경도 이상의 인지기능 장애군간 생존곡선을 비교한 결과도 유의한 차이는 없었다. 3) 혼란변인을 보정하지 않는 Cox의 비례위험 회귀 모형의 단변량분석의 결과 95% 신뢰구간(C.I. : Confidence Interval)에서 사망위험도가 유의한 변인은 연령, 월수입, 흡연습관, 신체장애 등이었으며, 인지기능 장애정도를 정상 그리고 경도 및 중증으로 분류한 분석에서는 정상군에 비해 경도 및 중증의 사망위험도가 유의하게 높지 않았으나, 인지기능 점수(MMSEK score)의 증가에 따른 분석 결과 사망위험도가 0.94로 유의하게 낮게 나타났다(표 4). 4) 잠재적 혼란변인들의 영향을 보정한 Cox의 비례위험 회귀모형의 다변량 분석의 결과 인지기능 장애정도 및 MMSEK 점수증가에 따른 사망위험도는 어느 모형에서도 인지기능 장애정도가 사망에 미치는 위험도는 통계적으로 유의하지 않았다(표 5). 5) 남녀별로 각각 인지기능 장애와 사망위험도와의 관계를 알아보기 위해 다변량 분석을 시행한 결과 인지기능 장애정도 및 MMSEK 점수 증가에 따른 사망위험도는 어느 모형에서도 인지기능 장애정도가 사망에 미치는 위험도는 통계적으로 유의하지 않았다(표 6, 표 7). 이상 본 연구는 농촌지역 노인들에서 인지기능 장애정도가 사망에 미치는 영향을 알아보고자 하였지만, 인지기능 장애정도가 사망에 미치는 영향을 통계적으로 유의하게 고찰하지 못하였다.

• 재활치료과학
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• 제13권1호
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• pp.35-47
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• 2024

목적 : 본 연구는 국내 노인 인구를 대상으로 라이프스타일의 요소가 허약 및 우울 위험도에 미치는 영향을 파악하고자 한다. 연구방법 : 본 연구는 2017년에 수집된 노인실태조사 자료를 활용하여 지역사회에 거주하는 65세 이상 노인 10,072명을 대상으로 수행하였다. 라이프스타일의 요소는 신체활동, 영양 관리, 여가 및 사회 활동 참여 변수를 활용하여 분석하였다. 허약은 허약 척도를 사용하여 측정되었고, 우울 증상은 노인 우울 선별 척도를 사용하여 측정되었다. 로지스틱 회귀분석을 수행하여 노인의 허약 및 우울 위험도에 대한 라이프스타일의 오즈비(odds ratio, OR)를 분석하였다. 결과 : 분석 결과 모든 라이프스타일의 요인은 허약 및 우울 위험도와 유의미한 연관이 있음을 확인하였다. 허약 및 우울의 OR은 주 3회 이상의 정기적인 운동(OR = 0.59, 95% confidence interval [95% CI] = 0.52~0.91; OR = 0.66, 95% CI = 0.59~0.75), 적극적인 영양 관리(OR = 0.86, 95% CI = 0.80~0.91; OR = 0.81, 95% CI = 0.76~0.86), 여가 참여(OR = 0.79, 95% CI = 0.74~0.84; OR = 0.71, 95% CI = 0.66~0.77), 사회 활동의 참여(OR = 0.92, 95% CI = 0.88~0.96; OR = 0.82, 95% CI = 0.78~0.87)를 통해 낮춰지는 것으로 확인되었다. 결론 : 본 연구 결과는 정기적인 운동, 균형 잡힌 영양 관리 및 다양한 활동에 대한 적극적인 참여를 특징으로 하는 건강한 라이프스타일이 노인의 허약 및 우울 위험도를 효과적으로 줄일 수 있음을 시사한다. 궁극적으로 본 연구는 노인의 신체 건강 및 정신 건강에 긍정적으로 작용하는 라이프스타일의 중요성을 강조한다.

• 생물정신의학
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• 제20권1호
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• pp.6-11
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• 2013

Objectives There are only a limited number of studies on instruments assessing fatigue in university students, although fatigue exerts negative influences on their health and academic performances and fatigue-related complaints are more frequently reported in young adults than middle-aged adults. The aim of this study was to validate the 9-item Fatigue Severity Scale (FSS) among university students including both undergraduate and graduate students in South Korea. Methods A total of 176 university students completed a battery of self-report questionnaires, including the FSS, the Brief Fatigue Inventory (BFI), the Beck Depression Inventory-II (BDI-II), the Beck Anxiety Inventory (BAI), the Medical Outcomes Study Short Form 36 version 2 (MOS-SF36v2), and the Inclusion of Community in the Self Scale (ICS). The data were collected from February of 2012 to June of 2012. The reliability, convergent validity, divergent validity, and exploratory factor analyses were conducted to assess psychometric properties of the FSS. Results The mean FSS score was 3.20 (standard deviation = 1.43). The FSS demonstrated an excellent internal consistency (Cronbach's ${\alpha}$ = 0.93) and item-total correlations ranged from 0.56 to 0.90. Correlations of the FSS with the BFI (r = 0.71, p < 0.01), BDI-II (r = 0.54, p < 0.01), BAI (r = 0.46, p < 0.01), MOS-SF36v2 physical component summary (r = -0.28, p < 0.01), MOS-SF36v2 mental component summary (r = -0.55, p < 0.01), and ICS (Spearman's rho = -0.07, p = 0.33) showed acceptable convergent and divergent validity. Exploratory factor analysis defined one underlying factor (eigenvalue = 5.67) that explained 93.50% of the total variance. Conclusions To the best of our knowledge, this is the first study to investigate reliability and validity of the FSS in university students. The FSS exhibits good psychometric properties for evaluation of fatigue among university students in South Korea. Since the FSS is easy to administer, score, and interpret, it could be a useful tool in research and practice for assessing fatigue among university students.