• 제목/요약/키워드: Exercise content

검색결과 276건 처리시간 0.03초

붕장어와 식물류 추출 복합조성물의 투여가 유산소성 트레이드밀 운동에 의한 흰쥐의 피로회복 활성에 미치는 영향 (Antifatigue Effect of Eel and Plant Mix Extracts during Aerobic Running Training in Sprague Dawley Rats)

  • 강민정;황초롱;이수정;신정혜
    • 생명과학회지
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    • 제24권7호
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    • pp.728-736
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    • 2014
  • 붕장어와 식물류 혼합물(흑마늘, 흑삼, 흑대추)을 함께 추출함으로써 붕장어 특유의 비린내가 제거되어 맛과 향이 개선되고 피로회복 및 체력강화 기능성이 강화된 붕장어 복합조성물을 제조하였으며 그 활성을 검증하고자 흰쥐를 트레이드밀 운동 부하와 함께 5brix의 붕장어추출물(EE), 붕장어와 식물류 복합조성물 0.35 ml/100g/rat b.w. (EIM-1) 및 0.7 ml/100g/rat b.w. (EIM-2)를 투여하여 체내 지질 성분 및 항산화 효소 활성을 분석하였다. 식이효율은 정상군에 비해 EE군이 다소 낮았으나 대조군과 EIM-1 및 EIM-2군과는 유의차가 없었다. 간장의 지질함량은 정상군보다 실험군이 유의적으로 낮았고 EIM-1군이 가장 낮았다. 혈청 지질함량은 함량은 EMI-2군이 가장 낮았고 실험군은 정상군과 유의차가 없었다. 혈청 총콜레스테롤 함량은 정상군보다 실험군이 유의적으로 낮았는데 복합조성물을 투여한 EIM-2군이 가장 낮았다. HDL-콜레스테롤 함량은 트레이드밀 운동과 붕장어 및 붕장어 복합조성물을 투여함으로써 유의적으로 증가하여 정상군에 비해 EIM-1은 2.0배 및 EIM-2는 2.3배가 증가하였다. 간 글리코겐 함량은 운동을 실시한 실험군이 정상군에 비해 유의적으로 낮았으며 대조군에 비해 복합조성물을 투여한 군이 유의적으로 높았다. 간장 및 혈청의 TBARS 함량은 정상군에 비해 대조군에서 유의적으로 증가하였으나 EE군 및 EIM-1~2군은 대조군보다 낮았다. GOT 및 GPT 활성도 복합조성물을 급이함으로써 운동대조군에 비해 유의적으로 감소되었다. 붕장어 및 붕장어 복합조성물 투여에 따른 간조직에서 catalase 활성은 실험군간에 유의차가 없었으며 SOD 및 GSH-px 활성은 복합조성물 투여에 따라 대조군에 비해 유의적으로 증가하였다. 운동스트레스를 부과한 흰쥐에 붕장어와 복합조성물의 투여는 체내 콜레스테롤 함량 및 지질함량을 낮추고 항산화효소 활성을 증가시킴으로서 산화적 스트레스에 대한 생체 보호가 가능할 것으로 판단된다.

일 대학병원 호스피스 병동 입원 환자의 간호활동시간 측정과 원가산정 (Determination of Cost and Measurement of nursing Care Hours for Hospice Patients Hospitalized in one University Hospital)

  • 김경운
    • 간호행정학회지
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    • 제6권3호
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    • pp.389-404
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    • 2000
  • This study was designed to determine the cost and measurement of nursing care hours for hospice patients hostpitalized in one university hospital. 314 inpatients in the hospice unit 11 nursing manpower were enrolled. Study was taken place in C University Hospital from 8th to 28th, Nov, 1999. Researcher and investigator did pilot study for selecting compatible hospice patient classification indicators. After modifying patient classification indicators and nursing care details for general ward, approved of content validity by specialist. Using hospice patient classification indicators and per 5 min continuing observation method, researcher and investigator recorded direct nursing care hours, indirect nursing care hours, and personnel time on hospice nursing care hours, and personnel time on hospice nursing care activities sheet. All of the patients were classified into Class I(mildly ill), Class II (moderately ill), Class III (acutely ill), and Class IV (critically ill) by patient classification system (PCS) which had been carefully developed to be suitable for the Korean hospice ward. And then the elements of the nursing care cost was investigated. Based on the data from an accounting section (Riccolo, 1988), nursing care hours per patient per day in each class and nursing care cost per patient per hour were multiplied. And then the mean of the nursing care cost per patient per day in each class was calculated. Using SAS, The number of patients in class and nursing activities in duty for nursing care hours were calculated the percent, the mean, the standard deviation respectively. According to the ANOVA and the $Scheff{\'{e}$ test, direct nursing care hours per patient per day for the each class were analyzed. The results of this study were summarized as follows : 1. Distribution of patient class : class IN(33.5%) was the largest class the rest were class II(26.1%) class III(22.6%), class I(17.8%). Nursing care requirements of the inpatients in hospice ward were greater than that of the inpatients in general ward. 2. Direct nursing care activities : Measurement ${\cdot}$ observation 41.7%, medication 16.6%, exercise ${\cdot}$ safety 12.5%, education ${\cdot}$ communication 7.2% etc. The mean hours of direct nursing care per patient per day per duty were needed ; 69.3 min for day duty, 64.7 min for evening duty, 88.2 min for night duty, 38.7 min for shift duty. The mean hours of direct nursing care of night duty was longer than that of the other duty. Direct nursing care hours per patient per day in each class were needed ; 3.1 hrs for class I, 3.9 hrs for class II, 4.7 hrs for class III, and 5.2 hrs for class IV. The mean hours of direct nursing care per patient per day without the PCS was 4.1 hours. The mean hours of direct nursing care per patient per day in class was increased significantly according to increasing nursing care requirements of the inpatients(F=49.04, p=.0001). The each class was significantly different(p<0.05). The mean hours of direct nursing care of several direct nursing care activities in each class were increased according to increasing nursing care requirements of the inpatients(p<0.05) ; class III and class IV for medication and education ${\cdot}$ communication, class I, class III and class IV for measurement ${\cdot}$ observation, class I, class II and class IV for elimination ${\cdot}$ irrigation, all of class for exercise ${\cdot}$ safety. 3. Indirect nursing care activities and personnel time : Recognization 24.2%, house keeping activity 22.7%, charting 17.2%, personnel time 11.8% etc. The mean hours of indirect nursing care and personnel time per nursing manpower was 4.7 hrs. The mean hours of indirect nursing care and personnel time per duty were 294.8 min for day duty, 212.3 min for evening duty, 387.9 min for night duty, 143.3 min for shift duty. The mean of indirect nursing care hours and personnel time of night duty was longer than that of the other duty. 4. The mean hours of indirect nursing care and personnel time per patient per day was 2.5 hrs. 5. The mean hours of nursing care per patient per day in each class were class I 5.6 hrs, class II 6.4 hrs, class III 7.2 hrs, class IV 7.7 hrs. 6. The elements of the nursing care cost were composed of 2,212 won for direct nursing care cost, 267 won for direct material cost and 307 won for indirect cost. Sum of the elements of the nursing care cost was 2,786 won. 7. The mean cost of the nursing care per patient per day in each class were 15,601.6 won for class I, 17,830.4 won for class II, 20,259.2 won for class III, 21,452.2 won for class IV. As above, using modified hospice patient classification indicators and nursing care activity details, many critical ill patients were hospitalized in the hospice unit and it reflected that the more nursing care requirements of the patients, the more direct nursing care hours. Emotional ${\cdot}$ spiritual care, pain ${\cdot}$ symptom control, terminal care, education ${\cdot}$ communication, narcotics management and delivery, attending funeral ceremony, the major nursing care activities, were also the independent hospice service. But it is not compensated by the present medical insurance system. Exercise ${\cdot}$ safety, elimination ${\cdot}$ irrigation needed more nursing care hours as equal to that of intensive care units. The present nursing management fee in the medical insurance system compensated only a part of nursing car service in hospice unit, which rewarded lower cost that that of nursing care.

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12주간의 학교 비만 관리 프로그램이 초등학교 비만 아동에 미치는 효과 (Effects of a 12-week, school-based obesity management program on obese primary school children)

  • 김한규;임고운;김혜순;홍영미
    • Clinical and Experimental Pediatrics
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    • 제53권3호
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    • pp.335-340
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    • 2010
  • 목 적 : 최근 우리나라는 과영양과 운동부족으로 인하여 소아 비만이 급등하고 있는 추세이나 소아의 체중 조절은 성인에 비하여 어려운 점이 많고 성인 비만으로 지속될 가능성이 많아서 보건 건강의 당면한 문제가 되었다. 연구자들은 초등학교 비만 소아를 대상으로 학교 비만 관리 프로그램의 효과를 알아보고자 하였다. 방 법 : 2008년 3월에 경기도에 위치한 1개 초등학교 학생(6-12세) 995명에 대해 신체 검진을 시행하였고 그 중 체질량지수가 95백분위수 이상인 비만 아동 101명을 대상으로 학교 특별활동수업에 12주간 영양 교육 프로그램과 운동 교육 프로그램을 실시하였다. 학교 비만 관리 프로그램 전에 키, 몸무게, 허리둘레, 혈압을 측정하였고 생체전기저항법에 의한 체성분 분석을 실시하였다. 비만 프로그램 후 신체계측, 혈압 측정 및 체성분 분석을 추적 검사하였고 비만 프로그램 전과 비교 분석하였다. 결 과 : 12주간의 학교 비만 관리 프로그램 후 남녀 모두 체중과 신장이 유의하게 증가하였다(P <0.05). 남녀 모두 체질량지수와 비만도, 수축기 혈압과 이완기 혈압이 유의하게 감소되었다(P<0.01). 남아의 경우 61.4%, 여아의 경우 66.7%에서 체질량지수가 감소되었다. 비만 프로그램 후 체성분 분석 결과, 남녀 모두에서 단백질이 증가하였고(P <0.01), 체지방이 유의하게 감소하였다(P <0.05). 남녀 모두에서 총체수분량과 체지방률이 유의하게 감소되었고(P <0.01), 기초대사량은 유의하게 증가되었다(P<0.01). 학교 비만 관리 프로그램 전 후의 단백질, 체지방, 총체수분량, 체지방률 및 기초대사량의 변화량과 체질량지수의 변화량과 유의한 양의 상관관계가 있었고(P <0.05), 다중회귀분석결과 단백질과 체지방의 변화량이 체질량지수 변화량에 유의한 영향을 주었다(P <0.01). 결 론 : 초등학교 비만아를 대상으로 12주 동안 영양 교육 프로그램과 운동 교육 프로그램을 포함하는 학교 비만 관리 프로그램을 시행한 결과, 체질량지수와 함께 비만도, 혈압이 감소되었고, 체지방률이 감소되었기 때문에 학교 비만 관리 프로그램은 소아비만의 치료에 매우 중요하다고 생각된다.

자연학습원 옥외 환경교육 프로그램 설계를 위한 연구 -중학생을 위한 프로그램 다양화를 중심으로- (Outdoor/Environmental Education Program Design in the Nature Study Center - The Program Diversification for the Middle School Students -)

  • 이재영;안동만
    • 한국환경교육학회지:환경교육
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    • 제3권1호
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    • pp.141-152
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    • 1992
  • The purpose of this study is to search for the ways to diversify Outdoor/Environmental Education Program in the Nature Study Center(NSC), especially for the middle school students. For this study, various research methods such as literature review, questionnaire survey (448 students, 11 middle school teachers, 19 NSC staffs), interview and participant observation are used the process of this study consists of two steps. The first step is to define research questions through pilot survey and the second is to investigate the research questions, in the form of hypotheses through main survey. Nine hypotheses are formulated. Six are related with program elements (educational goals, student characteristics, staff resources, teaching methods, instructional resources, contents). three are related with program implementation process(preplan, implementation, post-evaluation). The hypotheses are tested and alternatives for program improvement are proposed. 1. Educational goals : Educational goals of NSC should be focused on Outdoor /Environmental Education and each NSC should specialize on its own theme. The objectives of every sub-program should be unified toward educational goals. 2. Student characteristics: The Outdoor/Environmental Education Program should reflect student characteristics: sex, urban/rural origins, normal/handicapped, number of visit and so on. 3. Staff resources : Provide qualified staff with professional knowledge and positive attitudes, reeducate staffs periodically, reduce management staff and increase teaching staffs. Provide permanent and well paid position, encourage and give opportunities and the middle school teachers to participate in program. 4. teaching method: Increase outdoor classes two way communication between teaching staffs and students adopt more open ended teaching method so that students can exercise coworks in small groups. 5. Instructional resources: Diversify NSC sites(mountains, coastal areas, urban areas and so on), teaching media (audio/visual equipments, graphic design of signs). Consider design for handicapped and integrate indoor and outdoor educational facilities. Plan nature trails with separate themes, allign nature trail so that it passes through diverse environments. 6. Content : Reflect characteristic site potential specialize on day or night program, on seasonal program, and on site specific social issues(such as interpreting of environmental damages around the NSCs). 7. Preplan: Get Information and know about visiting students in advance. Discuss with middle school teachers and adjust program weeks before visits if many or all of the students had already visited a NSC. arrange a visit to other NSC. Provide an introductory class for the teachers and students before they visit a NSC. 8. Implementation: During NSC visit and classes apply various and appropriate techniques to collect in formation for later evaluation. Improve NSC provided evaluation sheet so as to reflect student characteristic. Compare with formal education and investigate on effects of NSC program. 9. Post-evaluation: Formalize a post-evaluation process and organization. During the winter vacation, develop new programs based on the post-evaluationacation, for the next year. Also, have comparative evaluation meetings of staff from various NSCs during the winter vacation while there is no visitors and classes.

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물리교육 전공 학생들의 교육실습 과정 사례 연구 (A Case Study on the Process of Practicum of Student Teachers Majoring in Physics Education)

  • 윤혜경;심재규;박승재
    • 한국과학교육학회지
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    • 제17권3호
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    • pp.289-299
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    • 1997
  • This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

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초등학생의 올바른 식습관 형성을 위한 연관교과 내 식생활교육의 효과판정 -식습관 변화를 중심으로- (Effect-Evaluation on Nutrition Education in Related Curriculums for Elementary School Children -Focused on Change of Dietary Habits-)

  • 허은실;이상균;박혜진;이경혜
    • 대한지역사회영양학회지
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    • 제10권6호
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    • pp.795-804
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    • 2005
  • The purpose of this study was to develop of nutritional education activities and effect evaluation in related curriculums for all Dongbu Elementary School children in Jinhae by the teacher in charge. This educational purpose was to build a desirable dietary behavior for optimal growth and health in elementary school children. The educational program contents were developed according to 1) selection of content related curriculums 2) analysis of contents related on dietary habits by grade 3) preparation teaching plans to build desirable dietary habits 4) development of teaching manual by turns. Twelve hours of nutrition education at all school classes were done from March 2 to December 10 2004 in Dongbu Elementary School in Jinhae, Gyeongnam. The education effects were evaluated through the questionnaire surveys before and after the education and their comparative analysis. The results of this study were summarized as follows : Forty percent of the underweight group, $22.8\%$ of the normal group, $42.2\%$ of the obese group had the wrong perceptions on their body figures, but after nutrition education $80.5\%$ of the underweight group, $94.3\%$ of the normal group, $97.9\%$ of the obese group gleaned the correct perceptions on their body figures (p < 0.001). As the effects of the education, the subjects who exercise more than 3 times in a week increased in all groups (p < 0.01-0.001), notably in the obese group. Meal regularity (p < 0.001) , skipping meals (p < 0.001), eating rate and snack selection patterns (p < 0.01-p < 0.001) also improved by nutrition education. We could also observe the effects of the nutrition education through the affirmative statements which appeared in their dietary records. These results showed a possibility of nutrition education activities in related curriculums to improve in dietary habits of school children. Next year, we will start with the system of nutrition teachers in elementary school, but nutrition teacher cannot undertake the task of teaching and food service management alone. Because of that, we intend to develop this program as an alternative proposal for the nutrition education in elementary schools. (Korean J Community Nutrition 10(6) $795\∼804$, 2005)

한국 교인들의 목회간호 역할기대 (Parishioner's role Expectations of Parish Nursing)

  • 김정남;권영숙
    • 지역사회간호학회지
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    • 제11권1호
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    • pp.231-244
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    • 2000
  • Parish nursing is a community health nursing role developed in 1983 by Lutheran Chaplain Granger Westberg. An increasing emphasis on holistic care, personal responsibility for a healthy lifestyle, and changes in healthcare delivery systems have undoubtedly facilitated the establishment of an innovative nursing role in the community. Parish nurses are functioning in a variety of church congregations of various denominations. The parish nurse is a educator, a personal health counselor, a coordinator of volunteers. The parish nurses helps people relate to the complexed medical care system and assists people to integrate faith and health. The purpose of this study is to investigate what the korean parishioners want in parish nursing and what type of role expectation from parish nurse. The subjects were 1138 parishioners of 23 churches of various denominations in nationwide Korea. Data were collected by self-reported question naires from Feb 4 to June 25. 1999. The data were analyzed by using percentage. frequency. $x^2-test$. multiple Response set with SPSS program. The results are as follows: 1. Desired parish nursing contents by parish nurses are: psychological counselling(23.4%) out of private counselling. stress management(21.1 %) out of private health education. Emergency care(14.1%) out of group health education. Blood Pressure check-ups (19.0%) out of Health check ups. home visiting(44.9%) out of patient visiting method. B T. pulse, respiration and blood pressure check(15.0%) in Care to serve in home visiting. spiritual preparation to accept the death(41.7%) in hospice care, advices to choice of medical treatment using guide(50.1%) in introducing and guiding of health care facilities, pray(21.7%) in spiritual care' faith support. 2. Desired Health Teaching Content According to Period of Clients by Parish Nurse are: Vaccination(22.5%) in infant and toddler health management. sexual education(25.3%) in adolescent health management. prenatal care (29.5%) in pregnant health management. osteoporosis prevention and management (22.4%) in Middle aged health management. dementia prevention and management(25.5%) in elderly health management. 3. The expectant role from parish nurse is spiritual care faith support(14.1%). patient visiting care(13.2%), hospice care(12.9%), private counseling(12.8%), health check ups (11.1 %), volunteer organization and training out of believer(11.0%), private health education (9.3%), group health education (8.3%). 4. In Necessity of Performing Parish Nursing according to Region, Most(over 95%) responded that nursing program is needed. so there is no significance between regions. In Performing Parish Nursing in their church, Most(92.2%) responded they want to perform program. 5. In case of performing parish nursing, 52% out of the subjects responded they want to participated in parish nursing volunteer's activity, for example. to be in active to be a companion to chat(42.1%), necessity support (25.3%), donation support(25.0%), exercise support(18.2%), vehicles support (9.9%). As a result. in holistic care and spiritual care, the need of parish nursing and the role expectation from parish nurse are very high among korean believers. Therefore, I suggest parish nursing centering around Taegu and Kyungbuk province should be extended to nationwide. For extending parish nursing program. more active advertisement and research is needed. After performing parish nursing program through out the country, further comparative research between regions should be practiced and Korean parish nursing program will be developed and activated.

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폐암환자를 위한 웹기반 교육프로그램 개발 및 평가 (The Development and Evaluation of Web-based Education Program for Lung Cancer Patient)

  • 유한진
    • 종양간호연구
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    • 제5권1호
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    • pp.11-21
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    • 2005
  • The purpose of this study were to develop an web-based education program for Lung cancer patients and to test its effects on patients' self-care knowledge, compliance to medical regimen, nutrition status and pain. The program was developed by the following process: first, Lung cancer patients demand on the web-based program was investigated. and second, the program was developed with the help of various reference books and then validation of experts group. last, educations effects on the patients is evaluated and compared the differences in self-care knowledge, compliance to medical regimen, nutrition status and pain between on experimental group and a control group on before discharge 1day and 3weeks after. SPSS/Win 11.0 program was used for data analysis. It was proven with $x^2$ test and t-test, and Pearson Correlation coefficient, and Chronbach's alpha coefficient were done for the reliability of measuring instruments. 1. The summary of the Program development is as follows. The program is based on patients' questionnaire and reference material and is made for users friendly. Not only Bigger font size and bright colors but also illustrations or pictures were adopted to help enhance patients' understanding. 2. The summary of the study results is as follows. 1) Compared with control group, the web-based educated experimental group showed a statistical significant difference on self-care knowledge, Especially disease, radiation treatment, medication & analgesics, chemotherapy side effect, but there was no significant difference in the field of chemotherapy, in the fields of operation, diet & general knowledge. 2) Compared with control group, the web-based educated experimental group showed a statistical significant difference on compliance to medical regimen, especially in the field of follow up care, everyday life, diet, but there was no significant difference in the field of medication, exercise. 3) Compared with control group, web-based educated experimental group showed no significant difference in nutrition status, but partially significant difference in body weight. 4) Compared with control group, the web-based educated experimental group showed no significant difference in pain level. 5) The significantly positive correalation self-care knowledge with the compliance to medical regimen. 6) Users satisfaction with the web-based education program of the contents quality, the level of recommendation to others, content layout, medical information quality, but interesting got a low mark.

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실천적인 영양교육 프로그램 (KHIDIKIDS)을 통한 초등학교 저학년생의 식생활 태도 및 식습관 향상 (Application of a Practical Nutrition Education Program, KHIDIKIDS, for the Improvement of Dietary Attitudes and Habits of Elementary Students)

  • 권용경;장영애;김정원
    • Journal of Nutrition and Health
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    • 제39권8호
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    • pp.808-816
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    • 2006
  • The purpose of this study was to improve the dietary attitudes and habits of elementary students in lower classes through a 12-week practical nutrition education program called KHIDIKIDS, which was developed by Korea Health Industry Development Institute (KHIDI) in 2004 based on the 2003 Children's Dietary Guidelines of the Ministry of Health and Welfare of Korea. KHIDIKIDS has never been applied in the field, therefore, another purpose of this study was to evaluate the program in the school education and suggest the ideas for the improvement. KHIDIKIDS was applied to a class of 2nd-grade elementary students consisting of 28 children in Seoul during the fall semester of 2005, and the effect of the program was measured by using questionnaires for the students and their parents. The statistical analysis of the study was conducted by using SPSS WIN 11.5 program, and the results were as follows: The children's knowledge on nutrition was improved significantly by KHIDIKIDS education (p<.001), such that the average score on nutritional knowledge increased from 8.32 to 9.64 after education. This practical nutrition education program also improved the dietary attitudes and habits of children especially in healthy body weight, daily exercise, and having breakfast (p<.05). Parents also showed very positive responses for the nutrition education. During the application of KHIDIKIDS in the field, the followings were indicated for adjustment, First, some education content of the week was too much to be finished in a class hour and more hours need to be allocated. Second, some terminology need to be adjusted to help the students understand easily. Thirdl, the order of the's Basic Food Groups' needs to be matched with the order of each food group in the 'Food Tower' not to make children be confused. Above results showed that KHIDIKIDS was effective for the improvement of dietary attitudes and habits of lower elementary students. However, further educational effects would be achieved when the education was started from the 1st to higher grades along with the parents' participation.

지식결과에 대한 타당성 검증;간호결과분류(NOC)에 기초하여 (Validation of Nursing-sensitive Patient Outcomes;Focused on Knowledge outcomes)

  • 염영희;이규은
    • 간호행정학회지
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    • 제6권3호
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    • pp.357-374
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    • 2000
  • The purpose of this study was to validate knowledge outcomes included Nursing Outcomes Classification(NOC) developed by Johnson and Maas at the University of Iowa. A sample of 71 nurse experts working in university affiliated hospitals participated in this study. They were asked to rate indicators that examplified the outcomes on a scale of 1(indicator is not all characteristic) to 5(indicator is very characteristic). A questionnaire with an adaptation of Fehring's methodology was used to establish the content validity of outcomes. The results were as follow: 1. All indicators were considered to be 'supporting' and no indicators were considered to be 'nonsupporting'. 2. 'Knowledge: Treatment Regimen' attained and OCV score of 0.816 and was the highest OCV score among outcomes. 3. 'Knowledge: Energy Conservation' attained an OCV score of 0.748 and was the lowest OCV score among abuse outcomes. 4. 'Knowledge: Breastfeeding' attained an OCV score of 0.790 and was the highest indicator was 'description of benefits of breastfeeding'. 5. 'Knowledge: Child Safety' attained an OCV score of 0.778 and was the highest indicator was 'demonstration of first aids techniques'. 6. 'Knowledge: Diet' attained an OCV score of 0.779 and was the highest indicator was 'performance of self-monitoring activities'. 7. 'Knowledge: Disease Process' attained an OCV score of 0.815 and was the highest indicator was 'description of signs and symptoms'. 8. 'Knowledge: Health Behaviors' attained an OCV score of 0.800 and was the highest indicator was 'description of safe use of prescription drugs'. 9. 'Knowledge: Health Resources' attained an OCV score of 0.794 and was the highest indicator was 'description of need for follow-up care'. 10. 'Knowledge: Infection Control' attained an OCV score of 0.793 and was the highest indicator was 'description of signs and symptoms'. 11. 'Knowledge: Medication' attained an OCV score of 0.789 and was the highest indicator was 'description of correct administration of medication'. 12. 'Knowledge: Personal Safety' attained an OCV score of 0.804 and was the highest indicator was 'description of measures to reduce risk of accidental injury'. 13. 'Knowledge: Prescribed Activity' attained an OCV score of 0.810 and was the highest indicator was 'proper performance of exercise'. 14. 'Knowledge: Substance Use Control' attained an OCV score of 0.809 and was the highest indicator was 'description of signs of dependence during substance withdrawl'. 15. 'Knowledge: Treatment Procedure(s)' attained an OCV score of 0.795 and was the highest indicator was 'description of appropriate action for complications'. 16. 'Knowledge: Treatment Regimen' attained an OCV score of 0.816 and was the highest indicator was 'description of self-care responsibilities for emergency situations'. More outcomes need to be validated and outcomes sensitive to Korean culture need to be developed.

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