• 대한간호학회지
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• 제2권1호
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• pp.3-33
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• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

• 간호행정학회지
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• 제8권1호
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• pp.169-191
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• 2002

As the tendency of the society is centralized into consumers and services, patients are getting to ask better medical services. The consumers influenced from various social surroundings became to have some expectation of nursing service. Compared with their expectation, the quality of the services which they virtually get may be recognized and evaluated. So it is necessary to know exactly what the consumers want in nursing services. The purpose of this study is to examine the determinants which can evaluate the quality of nursing services by researching into consumers' expectation and perception of the nursing services depending on the consumer-oriented attributions on the basis of the model of SERVQUAL. 1,144 of outpatients were selected as the subjects for this research. They used to continuously visit the same hospital after being hospitalized and nursed in 9 hospitals randomly selected among the second-level medical organizations in Seoul from January to February, 2001. The collected data are analyzed into the Descriptive Statistics, t-test, GLM and Multiple Regression through the SAS program. Delphi was used for the research tool and the results of the research are as follows; the determinants in evaluating the quality of nursing services consist of 5 categories such as Tangibility, Reliability, Responsiveness, Assurance, Empathy. The values of Cronbach' $\alpha$ appeared to be 0.96 in the expectation of nursing services, 0.94 in the perception of nursing services and 0.96 in the importance of nursing services. The determinants in the expectation of nursing services were ranged in the order of Assurance, Empathy, Reliability, Responsiveness and Tangibility. And those in the perception of nursing services were in the order of Assurance, Empathy, Reliability, Tangibility and Responsiveness. Those in the importance of nursing service were in the order of Empathy, Assurance, Reliability, Tangibility and Responsiveness. Finally, those in the quality of nursing service were in the order of Tangibility, Responsiveness, Empathy, Reliability and Assurance. Each expectation of nursing services appeared different depending on the subjects' age, gender, clinical department and reason for hospitalization. The hypothesis examined in this research shows that the group having higher personal needs shows meaningful differences in the expectation of nursing services, and the subjects who have had external communication show higher perception of nursing service than uncommunicative ones. After all, we can see that the statistical differences in the perception of nursing services depend on whether the subjects have external communications or not. The determinants in the expectation of nursing services can explain the quality of nursing service up to 14.96%. The statistically meaningful determinants in the expectation could be arranged in the order of Reliability, Assurance and Tangibility. And the more expectation brings about the lower evaluation of the quality of nursing services. The determinants in the perception of nursing service can explain the quality of nursing services up to 29.85%. The statistically meaningful determinants in the perception could be arranged in the order of Responsiveness, Reliability, Tangibility, Empathy, and Assurance. And the more perception brings about the higher evaluation of the quality of nursing services. According to the result of the above research, I would like to propose as follows. As long as this research is oriented to get knowledge of the consumer-oriented nursing services, it should be continued to draw the other elements determining the quality of the nursing services. Furthermore, this research is based upon the Parasuraman, A., et al.'s SERVQUAL Model(1991), which deals only expectation, perception and quality of consumer-oriented nursing services, so it will be necessary to inspect and verify it through the other models containing the offerers of nursing services in the future. On the other hand, as this research evaluates the actual quality of nursing services based on the expectation and perception of nursing services, it can be utilized as fundamental data to develop the marketing strategies and to estimate the qualities as well. I hope this research will be periodically estimated to be the useful data to develop the marketing strategies in the nursing service area.

• 한국과학교육학회지
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• 제38권4호
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• pp.467-480
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• 2018

본 연구는 플립러닝을 적용한 과학관련 사회쟁점 교수학습(FL-SSI)이 중학생의 시민역량과 인성발달에 미치는 영향을 탐색하는 것을 목적으로 하였다. 플립러닝은 교실 수업 전 교수학습 영상을 제공하여 기초 개념과 문제인식의 기회를 제공하고, 교실 수업에서는 이를 바탕으로 한 토의토론 활동을 진행함으로써 학생들이 보다 역동적이고 협력적으로 수업에 참여할 수 있도록 하는 전략이다. 이에 본 연구에서는 전통적인 SSI 수업에서 보고되는 시간과 정보의 제약이나 토의 토론 진행 등의 어려움을 해결하고자 플립러닝 전략에 기초한 과학관련 사회쟁점 교수학습 프로그램을 개발 및 적용하였다. 본 연구에는 중학교 2학년 학생 73명이 네 가지 주제의 12차시 수업으로 구성된 SSI 교수학습 프로그램에 참여하였다. 학생들은 매 차시 수업 전 교사가 웹에 게시한 동영상을 시청한 후, 본 수업에서는 영상에 대한 이해를 바탕으로 다양한 학생중심 활동에 참여하였다. 학생들은 수업 전후 과학기술 사회의 시민역량과 글로벌 시민으로서 갖추어야 할 인성을 측정하는 검사지에 응답하였으며, 수업 이후 포커스 그룹 면담에 참여함으로써 학생들이 인식한 플립러닝 기반 과학관련 사회쟁점 교수학습의 효과를 살펴보았다. 연구 결과, 플립러닝 기반 SSI 수업에 참여한 학생들의 시민역량과 인성은 수업 후 통계적으로 유의한 향상이 있었다. 특히 학생들은 시민역량의 네 영역(협업능력, 정보기술 및 미디어 활용능력, 비판적 사고와 문제해결능력, 의사소통능력) 모두에서 통계적으로 유의한 향상이 있었으며, 인성의 세 영역 중 두 영역(사회도덕적 공감, 과학관련 사회쟁점에 대한 책무성) 영역에서 유의한 향상이 있었다. 포커스 그룹면담 결과 또한 학생들이 SSI 수업에 플립러닝을 적용한 효과를 긍정적으로 인식하였음을 뒷받침하였다. 학생들은 플립러닝 전략을 통해 SSI 문제 상황에 대한 이해를 높였으며, 자료탐색과 의사결정의 시간을 절약함으로써 교실 수업 시간을 SSI 문제 상황을 해결하는 데 온전하게 활용하였다. 또한 SSI 문제를 둘러싼 다양한 관점에 대해 이해할 수 있는 충분한 기회를 가질 수 있었다. 본 연구는 플립러닝 전략이 기존의 SSI 수업에서의 어려움을 보완하고 개선함으로써, SSI 수업을 효과적으로 운영할 수 있는 한 방안이 될 수 있음을 보여준다.

• 치위생과학회지
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• 제13권1호
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• pp.62-70
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• 2013

본 연구는 구강건조증 인식도와 관련요인을 분석하여 구강건조증 예방 및 환자관리법에 대한 기초자료를 제공하기 위하여 실시하였다. 2012년 8월 1일부터 9월 30일까지 인천 및 경기지역에 거주하는 만 30세 이상 성인 240명을 대상으로 설문조사를 시행하였으며, t검정과 일원배치분산분석 및 다중선형회귀분석을 시행한 결과 다음과 같은 결론을 얻었다. 1. 일반적 특성과 구강건조증 인식도의 관련성을 분석한 결과 51세 이상이고 직업이 없으며, 월 평균 수입이 300만원 미만이라고 응답한 집단에서 구강건조증을 더 많이 인식하였다(p<0.05). 2. 건강상태와 구강건조증 인식도의 관련성을 분석한 결과 전반적으로 구강건강이 좋지 않으며, 치아우식증과 치주질환 및 구내점막질환 증상이 2개 이상인 집단에서 구강건조증을 더 많이 인식하였다. 또한 전반적으로 전신건강이 좋지 않으며, 만성질환에 이환되고 매일 약물을 복용하는 집단, 수면상태에 만족하지 않고 절망감을 인식한 집단에서 구강건조증을 더 많이 인식하였다(p<0.05). 3. 삶의 질과 구강건조증 인식도와의 관련성을 분석한 결과 저작능력, 대화능력 및 일상활동에 문제가 있고, 통증 불편함이 있으며 불안 우울한 집단에서 구강건조증을 더 많이 인식하였다(p<0.001). 4. 전신건조감과 구강건조증 인식도와의 관련성을 분석한 결과 피부와 눈, 입술 및 비강 내 점막이 자주 건조한 집단에서 구강건조증을 더 많이 인식하였다(p<0.001). 5. 구강건조증 인식도와 연관성의 강도를 분석한 결과 구강건조증 인식도는 삶의 질($\beta$=0.436)과 가장 연관성이 높았 다. 다음은 매일 복용 약물 수($\beta$=0.239), 전신건조감($\beta$=0.200), 절망감 인식($\beta$=0.160), 구내점막질환 증상 수($\beta$=0.099)의 순으로 나타났다(p<0.05). 이상의 연구결과로 볼 때 구강건조증은 삶의 질 저하를 초래할 수 있으므로 사회적 관심이 필요하며, 특히 구강보건인력은 구강건조증의 원인이나 부작용 및 치료법 등에 대한 관심도를 더욱 높여야 할 것이다. 또한 계속구강건강관리체계의 운영을 통해 구강건조증 예방 및 완화법에 대한 교육을 더욱 강화하여야 하고, 구강건조증에 대한 환자의 느낌이나 타액분비저하로 인해 나타나는 구강 내 변화에 세심한 관심과 철저한 모니터링이 수반되어야 할 것이다.

• 대한치과보철학회지
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• 제48권1호
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• pp.69-74
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• 2010

연구 목적: 이 연구의 목적은 한국 성인 남녀 유치악자를 대상으로 구개의 높이가 한국어 모음 발음에 미치는 영향을 분석하는 것이다. 연구 재료 및 방법: 발음, 청력 및 의사소통에 문제가 없고 음성 관련 병력이 없는 23세부터 40세까지의 건강한 한국인 남녀 41명이 연구에 참여하였다. 피험자들의 인상 채득 후 제작된 연구모형을 가지고 구개 폭과 깊이를 고려하여 피험자들을 구개 높이 정도에 따라 고, 중, 저 세 군으로 구분하였다. 피험자들에게 7가지의 한국어 모음을 발음하도록 하여 녹음하고, 음향학적 분석 프로그램을 이용하여 모음들의F1 포먼트와F2 포먼트를 산출하였다. /ㅏ,ㅣ, ㅜ/ 세 모음의 평균 포먼트 값을 이용하여 모음 공간 삼각형을 작성하였다. 구개 높이에 따라 분류한 세 군 간에 포먼트의 차이와 모음 공간 삼각형의 면적 차이가 있는지 분석하였다. 통계방법으로 Kruskal-Wallis 검정과 Mann-Whiteny U 검정이 사용되었다 (P< .05). 결과: 구개 높이에 따른 세 군 간에서는 /ㅣ/ 모음에서 F2 포먼트의 값만 차이가 있었고 (P = 0.003), /ㅣ/를 제외한 다른 모음에서 포먼트 값은 차이가 없었다. 평균 포먼트 주파수를 좌표값으로 이용한 모음 공간 삼각형은 세 군 모두 비슷한 모양을 나타내었고 면적은 세 군 간에 유의한 차이를 보이지 않았다 (P=0.096). 결론: /ㅣ/ 모음을 제외하고는 구강 내 해부학적 구조 차이가 존재해도 구개 높이에 따라 분류한 피험자간 모음의 발음차이가 없었고 발음명료도의 차이도 없어 구개 높이에 대해 혀의 보상작용이 어느 정도 존재하는 것으로 판단된다.