• 대한간호학회지
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• 제8권1호
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• pp.16-42
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• 1978

This survey was made for a month starting from November 15 to December 15, 1977 covering 711 students taking the junior. (3rd-yea.) and the senior. (4th-year) at nine college of nursing in Seoul concerning their perception and Attitude toward the profession of nursing, motive for the necessity of learning, environment of study, attitude of study and particulars relevant with study performance, particulars of library, references and reading, assignments and particulars of the degree of confidence for the learning achievement. Through the survey of the above Particulars, the following results were obtained by classifying all subject matters and by analysing motive of the selection of their course, awarding or not awarding of scholarships. 1. General characteristics: it was revealed that 406 students (57.1%) were attending at the junior. while 305 students (42.9%) were taking the senior. Thus, the total number was 711 and their average age was 21.4 years. Their dwelling category was; 73.9 percent of them resided at their parent's home, 214 students (30.1%) were awarded with scholarships. The reason to be attracted by nursing science was the possibility of continuing social life after graduation (43.5%). 2. Their perception and attitude toward the profession of nursing: According to the perception of profession by the students of each grade, students of the 4th grade showed comparatively strong conception. Also, students of the 4th grade showed more positive attitude in the purchase and reading of magazines relative with the science of nursing, in the reading of Code for Nurses and in their interest in the activity of nursing field. For the necessity of mission of nurse, 97.7 percent of the entire number of students covered responded to necessity. For the necessity of the particular humanity and particularity in the character of nurses, 95.8 percent of those students responded to necessity. By the each grade, students of the 4th grade showed more response. 3. As to professional field desired after completing the professional course: 57 percent of those students desired for clinician nurse while 55 percents desired for community health-nurse. 4. As to the environment of study: they were mostly satisfied with their present residential environment. However, they complained of inconvenience at their lecture-halls. Students of the 3rd grade showed more complain. As to their attitude toward the adjustment of environment of study, they showed a affirmative response. As to the opinion of factors which interfere with their study, comparatively strong response was showed in their scepticism in the science of nursing, insufficient comprehension in general learning, relation with professors n4 discrepancy in the method of study. According to opinions of students at each grade, students of the 4th grade showed more scepticism. 5. Particulars relative with their attitude and performance of study : As to their knowledge of the objectives of their study of subject, the majority was to study with a partial knowledge of the objectives of their study. As to the plan of study, a low percentage indicated management of routine life under regular scheduling. Students of the 4th grade responded to rather planned life. As to time spent in independent study, response to concentrated study when necessary was stronger than that to regular daily study. Students of the 4th grade showed stronger response to regular study than that of the 3rd grade. As to the contents of their note-taking, 67.4 percents of those students responded to such regulatory procedure performing in the lecture-hall as they listen to lectures. 17.3 percents of those students showed response to adding supplementary informations from references to what was entered in choir note-taking at their lecture-halls. 6. Particulars of library, references and reading books: As to receiving of instruction for the utilization of library and time of receiving such instruction 64.7 percents of those students had received such instruction. 66.7 percents of the those responded received such instruction at orientation conducted for freshmen. As to the convenience of the utilization of library, 49.9 percents of those students responded to convenience. However, students of the 3rd grade showed a much stronger response to inconvenience. As to the time of the utilization of library,92.5 percents of those students showed a response to occasional utilization for particular purpose than regular utilization. 53.2 percents of those students responded to ordinary in quantity that library have references. 34.2 percents of those students responded to insufficient. As to the particular relative with the method and field of reading: 53.5 percents of those students responded to intensive reading and was the majority. As to the reading field, fiction u as the majority. When read any books for their major, they usually rend Korean text-b, oks. 7. Particular relative with giving assignment: All respondents were well aware of the objectives of giving home tasks. As to the attitude toward assignments and performing home tasks, 54.8 percents of those students to making ostentatious study because of an excessive quantity of assignments imposed. For performing assignment, they showed comparatively positive response. Also, 52.2 percents of those students responded that they usually submitted complected assignment with references. 8. As to motive to realize the necessity of study : 55.6 percents of those students responded that they realized such necessity in communication with patients when they were engaged in clinical practice. Also, 8.6, the lowest percents of those students responded that they realized such necessity in the course of conversation with nurses when they were engaged in clinical practice. 9. As to the determination of their confidence in the performance of study relative with clinical experience: They showed a general inclination of having in nursing. The major response was that they came to well comprehend the patients families. the lowest response was that they could apply what was learned at lecture-hall to practice. This response incidentally showed the distance the lecture-hall and practical study. In general items, students of the 4th grade showed more favorable response than students of the 3rd grade and there was a significant difference. 10. As to the perception and attitude toward profession according to the motive of selecting the nursing science : Those who selected the nursing voluntarily showed stronger conception than those who selected the nursing through indirect influence. However, there was no significant difference on this point. Only there was a remarkable difference in the reading of Code for Nurses. 11. Those who showed a stronger conception in the profession of nursing according to the motives of attractive nursing science indicated a strong will and ability to manage stable life and comparatively strong response was shown in the management of good home life because of the good adaptability of the science to their character. This group showed a strong conception of the profession than those who responded that they prefer this profession out of a longing for the work of a hospital and for the easy obtaining of opportunity to immigrate to over seas and for economic cause and for high school grade. There was significant difference between these two groups, 12. As to the conception and attitude toward the profession of nursing according to benefits by scholarships, those who were benefitted by scholarship showed stronger conception of profession than those who did not receive scholarship and there was a remarkable difference between these two categories. However, there was no remarkable difference between these two categories in the extent of interest of the activities of nursing fields and in the reading of Code for Nurses. 13. As activation for study according to the benefits of scholarships, those who were benefitted by scholarships showed stronger response to the motive for study comparing with those who receive. 14. As to tile field of reading according to the benefits by scholarships, those who received scholarships tended to read autobiographies and essayers to a considerable extent. Those who did not receive scholarships tended to read novels. Those who received scholarships more read nursing boots than those who did not receive scholarships. 15. As to the attitude of study and doing of assignment according to benefits of scholarships, those who received scholarships managed a favorable life with schedules for study, More students of receiving scholarship showed a regular study for more than one hour per day. Also, in the method of doing home tasks, more students of receiving scholarship showed reference to relative books frequently for the submission of completed assignments.

• 대한간호학회지
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• 제4권3호
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• pp.63-79
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• 1974

1. The purpose of this study. The purpose of this study is to plan and investigate short-term nursing education of two-years associate degree program to produce middle-level professional nurses which are needed by-society and nation. Current nursing education in Korea is divided into four years degree program, three years diploma program Even (though) there are differences in the aims of their education, the curriculums are not much different between the education for producing leaders which is its basic purpose and training middle-level professional nurses. Therefore the purpose of associate degree program lies in minimizing the waste of time and finance which are invested for long-term education for middle-level professional nurses. And also this coincide with the policy of national technical training and definite supply of nurse manpower according to health policy for effective role and ability of nurse. 2. The method of study. This is based on the study of literature, research on the actual condition and investigation of opinion- through questionnaire. L) The study of literature: Domestic and foreign literatures for two years associate degree program were studied and investigated. 2) Research on the actual condition : Current three years nursing education program was collected and analysed. 3) Investigation of opinion. The problem of curried nursing education system and the possibility of two years associate degree program were investigated through questionnaire. 3. The result of the study. 1) The trend of recent nursing education. a. The aims of nursing in past chiefly taking care of physical disease of patient has recently changed to nursing of character including physical, mental, socio-economic, educational and psychological condition. b. For the performing systematic and effective nurse's duty according to her role, the-change of educational system which is classified as a range of education the period of education and certificate after graduation has been enforced or fulfilled. c. Nursing education also has a trend to become a collage or two years associate degree program which can get same legal protection as other educational institutions whose basic purpose is education. Attached nursing school to hospital is getting disappeared because of disadvantage of educational system. 2) Problems. Depending upon research on actual condition of current 3 years nursing education program. a. There are too many subjects. b. Contents of education could be doubled because major subjects are subdivided in detail. c. The credits for graduation are too heavy comparing to the period of study or the ability of students. (The necessary credits are 150.8 for three years according to actual investigation 4. There is no certain standard in organizing curriculum therefore there are too much differences between schools. 4. Basic Plan. The plan for two years associate degree program in nursing education depending on demand of professional nursing field of society is based on following items. 1) Training middle-level professional nurse lay emphasis on liberal arts and basic major field. 2) Liberal arts are divided into required and optional subjects and students could take courses by choice. 3) Major subjects are compound together by fields and they become the sciences of nursing Ⅰ,Ⅱ,Ⅲ,Ⅳ and every items has its educational purposes and contents major study includes laboratory practice and clinical experience. 4) The required credits for graduation are to which means 17-18 credits a semester. The above has been planned to solve the problems of current three years nursing education program. In conclusion for the achievement of this system, following items are needed. 1) It is necessary to change educational administration and system such as amendment of educational law or order of educational application of law. 2) Qualified professors should be available to understand and develope the idea or purpose of this educational system. 3) Local medical institutions should be opened widely and educational for clinical training. 4) The job after graduation should he secured positively.

• 정신신체의학
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• 제10권2호
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• pp.110-119
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• 2002

만성 통증 환자들은 통증에 대한 대처 방식이 각자 다르고 이에 따라 적응 상의 차이를 나타낸다. 한국판 대처 전략 질문지 (Korean version-Coping Strategy Questionaire : K-CSQ)로 만성 통증 환자의 통증 대처방식의 특징을 파악하고, 이 검사의 신뢰도를 검증하였다. 방법: 대상자는 만성 통증 환자군 128명과 정상 대조군 252명으로 하였다. 만성 통증 환자군에서의 임상적인 특성을 조사하였고, 양군에서 통증대처전략의 특성을 비교하였으며, K-CSQ의 각 항목의 내적 일치도 (Cronbach ${\alpha}$)를 산출하였고, 검사-재검사 신뢰도를 구하였다. 결과: 각 항목의 내적 일치도는 주의분산, 통증감각의 재해석, 통증감각의 무시, 기도 또는 바램, 재앙적 사고 등의 요인이 0.7 이상을 나타내어 일치도가 높았으며, 검사-재검사 신뢰도는 모두 0.66이상을 나타내서 신뢰도가 높은 검사임을 나타냈다. 대처 전략은 정상대조군보다 만성 통증 환자에서 자기진술 대처를 더 많이 사용하였고, 기도 또는 바램, 재앙적 사고, 통증행동의 증가 등이 만성 통증 환자군에서 의미있게 높은 수치를 나타냈다. 결론: K-CSQ는 만성통증환자에서 통증대처특성을 이해하는데 유용한 검사도구이다. 그리고, 만성 통증 환자에 대한 인지-행동적 개입을 통하여, 자기 진술 대처와 주의 돌려기, 통증 감각 무시 전략 등을 증가시키고, 재앙적 사고를 감소시켜 환자의 적응적 행동을 도우며, K-CSQ를 이용하여 치료적 개업에 따른 적응 기능의 향상을 확인하는데 이용할 수 있을 것이다.

• 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.

• 대한소아치과학회지
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• 제27권4호
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• pp.540-548
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• 2000

본 연구는 아동의 신체적 발육이 향상되고 있는 상황을 감안하여 Nolla stage에 따른 각 영구치의 석회화 시기 및 순서를 재평가하여 소아환자의 진단 및 치료계획을 수립하고 임상적 자료로 사용하는데 도움을 얻고자 전신 상태가 양호하며, 교정치료 경험이 없는 4세에서 13세까지의 아동 258명 (남자 149명, 여자 109명)을 대상으로 파노라마 방사선 사진을 촬영하여 Nolla의 분류법을 이용한 각 치아의 석회화 단계에 따라 남,녀별 상,하악별로 평가하여 다음과 같은 결론을 얻었다. 1. Nolla stage에 의한 각 영구치의 석회화 시기에 대한 평균치를 산출하였다. 그중 Nolla stage 7에 의한 평균치는 다음과 같다. 남자 상악에서 중절치는 6세 9개월, 측절치는 7세 4개월, 견치는 7세 9개월, 제1소구치는 8세 8개월, 제2소구치는 9세 4개월, 제 1대구치는 6세 3개월, 제2대구치는 10세 8개월로 나타났으며, 남자 하악에서 중절치는 5세 11개월, 측절치는 6세 4개월, 견치는 7세 5개월, 제1소구치는 8세 1개월, 제2소구치는 8세 6개월, 제1대구치는 5세 6개월, 제2대구치는 10세 3개월로 나타났다. 여자 상악에서 중절치는 6세 2개월, 측절치는 6세 7개월, 견치는 6세 11개월, 제1소구치는 8세 1개월 2소구치는 8세 5개월, 제1대구치는 5세 10개월, 제2대구치는 9세 10개월로 나타났으며, 여자 하악에서 중절치는 5세 6개월, 측절치는 5세 9개월, 견치는 6세 8개월, 제1소구치는 7세 6개월, 제2소구치는 8세 4개월, 제1대구치는 5세 3개월, 제2대구치는 9세 7개월로 나타났다. 2. 치근의 1/3이 형성되는 시기로 비교하였을때의 석회화 순서는 남,녀 상,하악 모두에서 제1대구치 중절치, 측절치, 견치, 제 1소구치, 제2소구치, 제2대구치 순으로 나타났다. 3. 치근 형성이 완료되는 시기에 있어서는 남, 녀 모두에서 상악에서는 제1대구치, 중절치 측절치 순으로, 하악에서는 중절치, 제 1대구치, 측절치 순으로 나타났다. 4. 여자가 남자보다 영구치 석회화 시기가 빠르게 나타났다(p<0.05). 상기 자료는 소아 치과 환자의 진단 및 치료계획을 수립하기 위한 임상적 자료로 이용될 수 있으리라 사료된다.

• 대한치과보철학회지
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• 제49권3호
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• pp.197-205
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• 2011

연구 목적: 임상에서 사용하고 있는 임플란트 토크조절기의 정확도를 평가하고, 사용방법에 있어서 적절하게 적용하고 있는지의 사용실태를 조사하였다. 연구 대상 및 방법: 대전, 충청지역의 개인 치과 의원을 방문하여 50명의 임상의와 진료실에서 사용하고 있는 50개의 임플란트 토크조절기를 연구 대상으로 하였다. 실험에 참가한 임상의의 임플란트 시술에 대한 정보를 얻기 위해 설문조사를 시행하였다. 설문조사 내용에는 임상경력과 임플란트 시술 경력, 임플란트 시술 도중 경험한 임플란트 나사의 파절과 풀림, 임플란트 토크조절기 사용법에 대한 교육 이수 여부, 토크조절기의 감염 관리 방법을 포함하였다. 또한 실험을 통하여 진료실에서 사용하고 있는 토크조절기의 정확도를 평가하였다. 임상의가 토크조절기를 사용하여 측정된 토크 값을 측정 한 후, 임플란트 토크조절기에 대한 교육 이수에 따른 측정된 토크 값의 평균을 독립 변수 T 검정법을 시행하여 95% 신뢰수준에서 유의성을 검증하였다. 결과: 임상의가 사용하는 토크조절기 자체의 정확도를 측정한 결과, 50개 토크조절기의 평균 오차율은 4.78%였다. 평가된 50개 토크 조절기 중 최대 오차율은 18.96%, 최소 오차율은 0.88% 였다. 임상의가 의도한 25 Ncm의 토크 값에 대해 실제 측정된 토크 값 평균은 $29.0{\pm}8.4$ Ncm 이었고, 30 Ncm의 토크 값에 대해 실제 측정된 토크 값 평균은 $34.3{\pm}9.1$ Ncm였다. 각각의 실험에서 임플란트 토크조절기에 대한 교육을 받은 실험 군과 받지 않은 실험 군 간에 평균 값에서 통계적으로 유의한 차이를 나타냈다. 결론: 임상가는 자신이 의도한 토크 값과 실제 임플란트 나사에 가해지는 토크 값에 차이가 발생할 수 있으므로, 자신이 사용하는 토크조절기의 정확한 사용방법을 숙지하여 일정하고 정확한 토크 값을 부여해야 한다. 또한 토크조절기가 일정하고 정확한 토크 값을 유지하도록 토크조절기를 유지, 관리하여야 나사의 파절이나 나사의 풀림의 문제를 최소화하는 임상적인 결과를 얻을 수 있을 것으로 사료된다.

• Journal of Chest Surgery
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• 제41권4호
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• pp.430-438
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• 2008

배경: 기계 심장판막 대치술 후 발생하는 혈전성 합병증을 방지하기 위해 항응고제 치료로써 와파린을 환자에게 투여한다. 이때 환자에 따른 적절한 와파린 용량을 결정하기 위한 지표로서 INR을 참고하는데 통상 대동맥판막은 $2.0{\sim}3.0$, 승모판막은 $2.5{\sim}3.5$가 참고치로서 받아들여지고 있다. 하지만 임상 경험상 대부분의 환자에서 이 수치로 유지하였을때 출혈성 합병증(비출혈, 혈뇨, 자궁출혈, 뇌출혈 등)이 빈번하게 발생하여 참고치보다 더 낮게 유지하는 경우가 많다. 이에 본원에서는 기계 심장판막 환자들을 후향적으로 조사하여 혈전성 합병증의 빈도가 낮은 적정한 INR을 알아보고자 한다. 대상 및 방법: 1984년 1월부터 2007년 2월까지 이엽성 기계 심장판막 대치술을 받고 생존한 311명의 환자를 대상으로 후향적으로 조사하였다. 대동맥판막치환 환자들(60명)은 INR $1.5{\sim}2.0$ (1군), $2.0{\sim}2.5$ (2군), 2.5 (3군) 이상의 세 군으로 나누고 승모판막치환(171명)이나 승모판막과 대동맥판막을 동시에 치환한 환자들(80명)은 INR $1.5{\sim}2.0$ (1군), $2.0{\sim}2.5$ (2군), $2.5{\sim}3.0$ (3군), 3.0 (4군) 이상의 네군으로 나누어 혈전성 합병증 발생률, 중요출혈성합병증 발생률을 조사하여 각각의 생존함수를 비교하였다. 결과: 대동맥 판막치환 환자 중 혈전성 합병증은 2명, 출혈성합병증은 4명이 발생하였고 세군의 혈전성 합병증의 생존함수의 차이는 관찰되지 않았고 출혈성 합병증의 생존곡선에서 1, 2군과 3군의 차이가 관찰되었다. 승모판막치환이나 승모판막과 대동맥판막을 동시에 치환한 환자들 중 혈전성 합병증은 13명, 출혈성 합병증은 15명이 발생하였고 네 군의 혈전성 합병증의 생존함수의 차이는 관찰되지 않았고 출혈성 합병증은 1, 2군과 3, 4군에서 차이를 보였다. 결론: 모든 판막에서 INR이 $1.5{\sim}2.5$ (1군과 2군)로 유지한 환자들이 그 이상으로 유지한 환자들보다 혈전성 합병증에서 차이를 보이지 않았고 출혈성 합병증에서 유의하게 감소하는 양상을 보여 이엽성 기계판막에서 적정한 INR은 $1.5{\sim}2.5$로 유지하는 것이 바람직하다고 판단된다.