• 한국조경학회지
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• 제44권5호
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• pp.26-37
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• 2016

본 연구는 공동주택단지를 대상으로 하여 외부의 조경공간을 통해 치유환경을 제공하여 치유기능을 높이기 위한 조경계획방안을 제시하고자 한다. 본 연구를 통해 지속적으로 늘어나고 있는 집합주거공간의 외부공간 조성에 있어 거주민들에게 생활환경을 높일 수 있는 기회와 함께 조경설계기법의 대안적인 기준을 마련한다는 점에서, 정형화되어 있지 못하고 있는 조경설계 분야의 새로운 가이드라인을 제공하는데 그 의미가 있다. 연구 방법으로는 기존 학자들의 치유정원에 관한 특성을 분석하여 공통적인 환경특성 요소들을 도출하고, 이를 바탕으로 기존 국내 외 문헌을 통하여 세부항목을 설정하며, 선행연구와 사례조사, 설문분석을 통해 치유조경계획 요소를 도출하였다. 치유환경의 기능적 계획요소 6가지 항목을 설정하였다. 안전한 환경, 치료적 환경, 보조적 환경, 지남력 강화환경, 쾌적성, 사회적 환경으로 구분하였고, 공간계획요소는 국내 외 사례고찰로 병원, 요양원, 숲 등을 대상으로 하여 육체적, 정신적 안정에 도움을 주기 위한 공간 및 시설을 도입하고 있는 것을 알 수 있었다. 계획요소로 공간계획, 동선계획, 포장계획, 수경계획, 식재계획, 시설계획, 프로그램으로 구분하여 계획요소를 도출하였다. 도출된 항목을 외부공간의 단지출입 영역, 내 외부 전이영역, 외부활동 영역, 테마별 공간영역으로 구분하고, 계획 요소로 공간계획에는 자연속 산책이 가능하고, 범죄로부터 안전, 다양한 휴게시설이 있도록 계획한다. 식재계획으로는 계절감을 느낄 수 있는 수목 식재, 촉각 미각, 후각을 자극하는 식물 식재, 풍부하고 다양한 식물 식재로 계획한다. 동선계획은 외부로부터 동선을 분리하고, 건강증진을 위한 산책, 지압로, 흙길 등 자연감상이 가능한 동선으로 계획한다. 포장계획은 위험에 쉽게 인식할 수 있고, 인공재료보다는 자연형 재료로 계획한다. 시설물계획은 취약계층을 위한 안내표, 강설시에도 이용할 수 있도록 쉘터 및 이동 가능한 벤치를 계획한다. 수 공간계획은 잔잔한 물 공간을 조망하는 사색 가능한 물시설과 분수 등 깔끔하고 도식적인 물시설로 계획한다. 치유프로그램으로는 휴식 명상을 취할 수 있으며, 요가, 산책 등 가벼운 운동을 위한 프로그램을 계획한다. 치유조경계획 요소를 도출하여 가이드라인을 제시하였으나, 계획요소와 계획내용들이 치유기능을 향상시키는데 효과가 있을지에 대한 정성적, 정량적 평가가 제한되어 이에 대한 연구가 추후 이루어질 필요가 있다.

• 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.