• 한국간호교육학회지
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• 제6권2호
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• pp.199-217
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• 2000

This descriptive longitudinal study was done to identify the ethical value of nursing students and to compare the differences of results with one year interval. The data were collected twice in 1999 and in 2000, from the 82 first year and 64 second year nursing students who have been attending at C college in Chonnam province. The analysis of data was done by frequency, mean, paired t-test, t-test, and ANOVA. The results of data were summarized as follows: 1. The total ethical value score of the first year students was 3.48 (maximum : 5) and, one year later, the score was lowered to 3.26. Especially, the degree of their ethical value was significantly decreased in the sub-areas of human-life and nurse-nursing task. 2. The total ethical value score of the second year students was 3.24 and, one year later, the score was increased to 3.39. The degree of their ethical value was significantly increased in the subarea of nurse- client relationship. 3. In the subarea of human-life, the mean score of ethical value was 3.25 and, one year later, the score was 2.95. The degree of ethical value was significantly lowered among the first year students with an utilitarian position. 4. In the subarea of nurse-client relationship, the mean score of ethical value was 3.39 and, one year later, the score was 3.67. The degree of ethical value was significantly increased among the second year students with a deontological position. 5. In the subarea of nurse-nursing task relationship, the mean score of ethical value was 3.38 and, one year later, the mean score was 3.08. The degree of ethical value was significantly decreased among the first year students. 6. In the subarea of nurse-collaboration relationship, the mean score of ethical value was 3.96 and, one year later, the mean score was 4.08 in second year students. There was no statistically significant difference. 7. The ethical values of nursing students were significantly different depending on their religion, length of study, attitude toward nursing and the experience of dying during their clinical practice.

• 한국학교ㆍ지역보건교육학회지
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• 제18권3호
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• pp.17-28
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• 2017

Ojectives: This study performed to analyze health promotion factors related to subjective stress level among first-year students of university. Methods: To examine the association with subjective stress level and health promotion factors, health survey was conducted with 3,892 students who were first-year students in an university by self-reported questionnaire from February 26 to March 10, 2015 in an university. Multiple regression analysis performed to identify the difference of health promotion factors by subjective stress level. Results: 1,015 students (26.1%) were on high stress level and 2,110 students (54.2%) were in healthy status. The 10.8% of them was obesity group and the 40% was alcohol use disorder group. The 8.2% had experienced depression in the last 1 year. In multiple regression models, it remained significantly the difference of subjective stress level by sex, subjective health status, sleep hours in a day, eating frequency of fruit and vegetable in a day, depression experience and suicidal thought in the last 1 year(p<0.05, p<0.01). On the other hand, it was not significant the difference by age, BMI, alcohol use disorder, eating breakfast, regular exercise and current smoking. Conclusions: To improve health promotion of first-year students of university, it should provide the intensive mental health program to women on campuses.

• 한국농촌간호학회지
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• 제5권1호
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• pp.33-39
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• 2010

Purpose: This study was done to identify change in self-concept of smoking experience in middle school students. Method: The study was a longitudinal survey design and used only the responses on self-concept and smoking state from the data of the Korea Youth Panel Survey (KYPS). The sample for this study consisted of 3,449 middle school students and the data were collected over a two-year period (2003-2004). Results: Self-esteem scores for the first and second year were significantly higher and self-stigma and aggression scores were significantly lower in the non-smoking maintenance group. There was a significant increase in self-esteem scores for students in second year who quit smoking compared to those in first year. There was a significant decrease in scores for attachment to surrounding people and emotional sense of control in second year students compared to those first year for students in the non-smoking maintenance group and the group that quit smoking. Self-intimacy scores were significantly lower in the smoking maintenance group. There was a significant increase in sex-role identity scores in second year students compared to those in first year for students in the group who newly started smoking. Conclusion: Findings from this study can contribute to designing appropriate smoking prevention strategies to improve self-constructs related smoking experiences in adolescents.

• Journal of Oral Medicine and Pain
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• 제20권2호
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• pp.385-397
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• 1995

The purpose of this study is to document the stress symptoms (Anxiety and depression) among dental students and the difference of stress level between classes and by gender. All students in dental college, Seoul National University, in the 1995 academic year, were tested with the Spielberger's State-Trait Anxiety Inventory and Beck Depression Inventory just before the first semestral examination when the stress levels of students are expected to be the highest. 303 students answered the test. The obtained results were as follows : 1. State Anxiety inventory scores of the second-year and first-year students were significantly higher than those of the fourth -year and third-year(p(0.01), and all classes showed mean state anxiety scores more than mild. 2. Trait Anxiety inventory scores of the second-year and first-year students were significantly higher than those of the third-year and forth-year(p(0.01), and all classes showed mean Trait Anxiety scores more than mild. 3. Beck Depression inventory scores of the second -year students were significantly higher than those of the third-year and fourth-year(p(0.01), and twenty two students(7.3%) among the fourth classes showed depression symptoms. 4. In the comparison of the mean scores of the State-Trait Anxiety Inventory and Beck Depression Inventory between male and female students, State Anxiety Inventory scores of the second-year female students were significantly higher than those of the second year male students(p(0.05), and there was no significant difference elsewhere.

• 기본간호학회지
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• 제19권2호
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• pp.261-268
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• 2012

Purpose: The purpose of the study was to identify the mediating effects of self-efficacy between academic stress and college adjustment in first year nursing students. Method: Data were collected from 396 first year nursing students from 3 junior colleges and analyzed using descriptive statistics, Pearson correlations and structural equation model (SEM) with PASW 18.0 and AMOS 18.0 programs. Results: There was a negative relationship between academic stress and college adjustment but a positive relationship between self-efficacy and college adjustment. There was a partial mediating effect of self-efficacy between academic stress and college adjustment. Conclusion: The results indicate a need to develop programs that effectively promote the self-efficacy of first year nursing students to decrease academic stress and maximize college adjustment. Further studies are needed in which other factors that could affect college adjustment are examined.

• 한국치위생학회지
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• 제9권4호
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• pp.726-739
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• 2009

Objectives : The purpose of this study is to identify differences in time, frequency, and methods of toothbrushing according to knowledge acquirement of oral health between first and third year dental hygiene students who had relatively sufficient oral health education and students majoring non-health related field who had less opportunities of oral health education, to emphasize importance and necessity of the education, and to present basic data for development of effective programs of oral health education. Methods : 2,032 dental hygiene students and students majoring non-health related field attending 12 universities in Korea had been selected as subjects and were asked to complete a self-administered survey time, frequency, and methods of toothbrushing. The SPSS 12.0 program was used for statistical analysis of the collected data, and the significance of difference by groups was tested by using chi-square test, the one-way ANOVA and independent t-test. The mean frequency of toothbrushing per day and the rate of toothbrushing before and after meal were analyzed by using of multiple comparisons through the Scheffe test as post hoc test. Results : The rate of toothbrushing after lunch was 60.2% in third year and 39.2% in first year dental hygiene students, 20.3% in students majoring non-health related field, respectively. The mean frequencies per day of dental hygiene students were 3.33 times in third year and 2.85 times in first year dental hygiene students, 2.46 times in students majoring non-health related field, respectively. The rate of toothbrushing after meal among total frequency of toothbrushing per day was 85.36% in third year and 84.81% in first year dental hygiene students, 77.90% in students majoring non-health related field, respectively. As for the methods of toothbrushing, 'Turning up and down' was 68.8% in third year and 43.1% in first year dental hygiene students, 30.6% in students majoring non-health related field, respectively. Conclusions : Oral health education through dental hygiene course may improve the oral environment management of dental hygiene students and oral health education on toothbrushing should be strengthened for the students majoring non-health related field.

• 한국간호교육학회지
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• 제16권2호
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• pp.186-193
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• 2010

Purpose: The purpose of this study was to identify the changes of self-esteem and leadership scores in nursing students during two years. Method: The subjects were 233 nursing students in their first year in 2007, and 257 in their third year in 2009. Data were collected 2 times for the same subjects, in 2007 and 2009 respectively, with the same structured questionnaires. Result: Satisfaction for major and interpersonal relationships of nursing students was significantly increased in the third year over the first year. Self-esteem and leadership scores were significantly increased in the third year over the first year (t=5.48, p<.001, t=5.63, p<.001). Self-esteem and leadership scores increased significantly according to satisfaction degree, interpersonal relationship and year. Self-esteem was positively related to leadership (r=.50, p<.001). Conclusion: The result of this study may show the increase in self-esteem and leadership of nursing students relevant with their year of nursing. This finding suggests the importance of satisfaction and interpersonal relationships to increase self-esteem and leadership.

• 한국초등과학교육학회지:초등과학교육
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• 제37권4호
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• pp.402-415
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• 2018

This study aims to inquire into the U. S. elementary school teachers' storylines for science teaching methods, scientific knowledge and interactions with students. As research subjects, two American elementary school teachers, named Christina and Melissa, were selected. As test tools, this study adopted Storyline Test and semi-structured interviews. Firstly, in regard to the science teaching method, Christina evaluated that she gradually improved her science teaching skills up to positive 6 points, starting from 2 points in the first year of teaching career, while Melissa sustained a stable state with 5 points in the 9th year of teaching career, starting from 1 point in the first year of teaching career. It was found that both the teachers had more confidence in their science teaching methods by participating in various training programs. Secondly, Christina evaluated her scientific knowledge in the first year of teaching career as 4 points, but evaluated her present scientific knowledge as stable as 6 points since she started studying teaching materials actively, discussing with other teachers and having more ability of application through science class integrated with other school subjects, in the 7th year of her teaching career. On the other hand, Melissa evaluated her scientific knowledge in the first year of teaching career as 1 point since she did not exactly know what to teach elementary school students, but in the 6th year of teaching career, she sustained a stable state with points through joint-activities with other teachers. It was found that chances to research with other teachers had important effect on both the teachers' confidence in scientific knowledge. Thirdly, in regard to interactions with students in science class, Christina said that she did not have any interaction with students when instructing inquiry activities in the first year of teaching career, but since the 10th year of her teaching career, she had sustained a stable state with 6 points through active interaction with students, by leading learning projects and science competitive exhibitions, etc. On the other hand, Melissa evaluated her interaction with students in the first year of teaching career as 1 point because her class was reading-oriented, but since the 9th year of teaching career, she had sustained a stable state with 6 points so far, by developing inquiry activity strategies to improve interaction with students. Overall, it was found that inquiry activities played a central role in improving both the teachers' interaction with students.

• 대한지구과학교육학회지
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• 제6권2호
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• pp.112-123
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• 2013

Under this research, the survey is made on the definitive influence of the first-year education process of the science focus school for each of humanities, science and science core courses and the level of satisfaction of the non-curriculum experiment activity program for each course to find out the effectiveness of the first-year education process of the science focus school. For this purpose, this research has set three research issues. First, By clarifying the research result through the first-year education curriculum for science core school, noticeable change was observed for science focus school students through the change of attitude related to science for each desired course of students. Second, in the self-directed learning characteristics change, there was meaningful change for each desired field of students. Students hoping for humanities curriculum had great help in improvement of creative thinking for openness, creativeness and the like, but the influence was slightly insufficient in the moderation and control capability on themselves in learning attitude. Third, By analyzing the research result comprehensively, the first-year education curriculum for science core school provides high level of tailored science learning for the science focus school students and the level of satisfaction for students was significantly high.

• 대한간호학회지
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• 제30권6호
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• pp.1521-1530
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• 2000

This descriptive study identifies nursing students' methods of studying related to the learning stages, based on a sample of 251 nursing students in a Korean university. The main findings of the study are as follows. The major learning styles of nursing students were accomodation (68.6%), divergen (53.6%), and convergence (38.8%) for the first, second, third, and fourth year group. For all students, the majority (71.3%) showed accomodation or the divergence. The learning styles for grade level were significantly different, (x2=110.021, df=9, p=0.001). The stage of concrete experience was the majority for all of the first year group (51.8%), the second year group (57.1%), and the third year group (61.3%). But, active experimentation (41.9%) was the majority for the fourth year group. Also there were significant differences between the stages of learning by age (x22= 64.391, df=9, p=0.001). The most significant result of the study was the establishment of different modes of learning stages by year, thus supporting the experiential learning theory. The greatest change of style from the first year group to the second year group was reflective observation (7.3%longrightarrow12.9%). That from the second year group to the third year group was the abstractive conceptualization (14.3%longrightarrow21.3%); and that from the third year group to the fourth year group was active experimentation (12.0%longrightarrow41.9%). This reflects the same cycle as indicated by the experimental learning theory of Kolb. According to the study, nursing students' learning stages tended to be more unbalanced as year increases. Therefore this calls for a careful review of the current nursing curriculum.