• Hwankyungkyoyuk
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• v.20 no.1
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• pp.62-72
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• 2007

In spite of the perceived importance of sustainable development in society, we still fails to reflect consistently our best understandings about the sustainable development and education for sustainable development. The purpose of this study is to inquire into the orientation of education for sustainable development in the 21st Century knowledge-based society. The results of this study can be summarized as follows. First, it is necessary to provide newly defined sustainable development which enables us to transform unsustainable way of life into environmentally sound and sustainable development. Education for sustainable development is defined as a basic education that have a mature understanding among the human, nature and wisdom of life. Second, we should emphasis on a system thinking, basic communication in order to encourage education for sustainable development as a learning strategy. Third, we should suggest both individual and community learning education for sustainable development. Finally, we develope knowledge system of sustainable development in accordance with the theories of knowledge management. In conclusion, it is necessary to approach education for sustainable development in the context of the knowledge-based society and the information age. It enables us enhance a new awareness and attitudes towards sustainable development. Furthermore, it is expected to develop an education program for the sustainable development of understanding.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.439-449
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• 2016

The purpose of this study was to identify the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, critical thinking, and problem solving ability in nursing students. The study was conducted with a nonequivalent control group pre-posttest design. Seventy four participants were assigned to either the experimental group(34) or control group(40). The simulation-based cardio-pulmonary emergency care education included lecture, team-based practice, and debriefing, and it was implemented with the experimental group for a week from September 1 to December 11, 2015. Data were analyzed using chi-square, t-test and ANCOVA by using SPSS 21.0 program. The experimental group who had the simulation-based education showed significantly higher knowledge(F=24.930, p<.001), and critical thinking(F=5.951, p<.05) for cardio-pulmonary emergency care compared with the control group who had traditional education. However, there were no significant differences in problem solving ability(F=3.327, p>.072). The results indicate that a simulation-based education is an effective teaching method to improve knowledge and critical thinking in nursing students learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team positive education program of nursing students.

• The Korean Journal of Emergency Medical Services
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• v.18 no.1
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• pp.43-54
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• 2014

Purpose : The purpose of this study was to provide appropriate direction for triage education by investigating the knowledge level of triage in 119 EMTs before and after the triage education. Methods : The questionnaire was filled out by newly assigned 33 EMTs in the fire service academy in I metropolitan city from November 1, 2013. The data were analyzed using SPSS WIN 21.0 program. Results : The lowest knowledge level by 119 triage was the potential emergency related question, but that by case-based triage was the semi-emergency related questions. The knowledge score by case-based triage before education was 51.14 points. This was lower than knowledge score by 119 triage, that is, 75.70 points. After education, the knowledge level by 119 triage was significantly improved(p =.000). However, there was no significant difference in the knowledge level by case-based triage(p =.236). Conclusion : It is necessary to provide systematic and periodic education and training for 119 EMTs toward triage to improve triage accuracy and efficient circulation of the emergency medical service system. Especially, it is very important to provide case-based triage education for field application.

• The Journal of Korean Academic Society of Nursing Education
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• v.24 no.2
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• pp.115-126
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• 2018

Purpose: This study intends to examine the effects of a stepwise communication education program among nursing college students, focusing on scenarios and nursing case-based role playing. Methods: The study design was a one-group repeated measure ANOVA. Participants were 27 nursing students in practice. Students participated in 5-week stepwise communication education program using SBAR; including 1 week of lecture education, 4 weeks of scenarios and nursing case-based role playing. The data were collected at each level of the education process: pre-education, after 1 week of lectures, and after completion of scenarios and nursing case-based role playing. Repeated measures ANOVA was used to determine changes in SBAR technique knowledge and communication self-efficacy. Results: The stepwise communication education program using SBAR was effective in increasing SBAR technique knowledge, and communication self-efficacy. The lecture-based education was effective only in the area of SBAR technique knowledge and its subscale, attitudes towards SBAR. However, scenarios and nursing case-based role playing was broadly effective across communication self-efficacy, SBAR technique knowledge, and its subscale, knowledge of the SBAR. Conclusion: Based on this study, we propose that it is necessary to confirm the effect of long-term SBAR communication education using scenarios and nursing case-based role playing in nursing students' practice.

• Journal of Korean Biological Nursing Science
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• v.22 no.4
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• pp.260-270
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• 2020

Purposes: Sepsis is a critical condition in which nurses should detect clinical manifestations and provide early intervention to prevent unwanted serious conditions in the patients. The initial occurrence and management of sepsis take place in general units, but there is a lack of knowledge in nurses. The purpose of this study was to examine the effects of a case-based sepsis education program and compare the case-based education program with and without smartphone applications. Methods: A quasi-experimental pre-test-post-test design with a control group was used. We provided a case-based education program with and without smartphone applications to the nurses and tested the effects of the program on knowledge, the accuracy of sepsis assessment, and self-efficacy as outcome variables. A total of 60 nurses in general units participated. To test differences in knowledge, the accuracy of sepsis assessment, and self-efficacy regarding sepsis between the groups over time, a mixed-design ANCOVA was used for parametric analysis, and generalized estimating equations (GEE) were used for nonparametric analysis. Results: There were significant differences in knowledge, the accuracy of sepsis assessment, and self-efficacy between the groups and within the groups over time. The intervention groups treated with the case-based education program showed improved outcome variables compared to the control group. There was no difference between case-based education with the smartphone application or without the application. Conclusions: The case-based education improved knowledge, the accuracy of sepsis assessment, and self-efficacy in the care of sepsis by nurses working in the general wards. The results suggest that the case-based education program for nurses was effective and eventually improved patient health outcomes.

• Nutrition Research and Practice
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• v.9 no.1
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• pp.87-91
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• 2015

BACKGROUND/OBJECTIVES: This research was conducted to compare lecture- and experience-based methods of nutritional education as well as provide fundamental data for developing an effective nutritional education program in elementary schools. SUBJECTS/METHODS: A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributed in lecture- and experience-based groups. The effects of education on students' dietary knowledge, dietary behaviors, and dietary habits were analyzed using a pre/post-test. RESULTS: Lecture- and experience-based methods did not significantly alter total scores for dietary knowledge in any group, although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showed significant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. CONCLUSIONS: These outcomes suggest that lecture- and experience-based methods led to differential improvement of students' dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activities need to be considered.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.18 no.3
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• pp.383-391
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• 2011

Purpose: This study was done to develop a web-based education program on appropriate antibiotic use and test the effects of the program on knowledge and attitudes towards antibiotic use in Korean adolescents. Methods: The web-based education program was developed through an extensive literature review and professional advisory meetings including technical assistance from a web-based education programmer and content experts. A convenience sample of 851 students from middle and high schools participated in the assessment of effects of the program. Knowledge and attitudes of the students towards antibiotic use and satisfaction with the web-based education program were measured. Descriptive statistics and paired t-test were used to analyze the data. Results: There were significant improvements in knowledge and attitudes towards antibiotic use following self-learning via the web-based education program in both middle and high school students. High school students demonstrated higher scores in knowledge and attitudes than middle school students. Conclusion: The results of this study indicate that this web-based education program on appropriate antibiotic use is a convenient and effective medium for self-learning in adolescents. Therefore the web-based program should be put into wide use as an effective and convenient teaching method for health education in secondary schools.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.1
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• pp.14-24
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• 2012

Purpose: This study was conducted to identify the effect of simulation-based education relevant to the care of patients with acute renal failure (ARF) for third-year nursing students. Methods: This study was a non-equivalent control pre-posttest design. Based on the clinical situation scenarios pertaining to patients with ARF, a simulation-based learning module was developed using Human Patient Simulator version 6 (HPS6) manufactured by Medical Education Technologies Inc. The pretest was conducted so as to evaluate the difference in prior knowledge and clinical competence between two groups. The control group consisted of 91 students during the 2010 academic year and the experimental group consisted of 94 students during the 2011 academic year. Data were analysed using SPSS/win 10.1. Results: In the experimental group, knowledge related to care for ARF patients was not significantly increased; however, clinical competence improved significantly for the experimental group. Conclusion: In conclusion, the simulation-based education program was effective in contributing towards the development of clinical competence. Increased development of clinical competence is vital for today's clinical environment where nursing professionals need the necessary knowledge, thinking, and performance skills to meet the needs of the hospital and their patients.

• Research in Community and Public Health Nursing
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• v.21 no.4
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• pp.419-428
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• 2010

Purpose: The purpose of this study was to measure the effects of a school safety education program based on the PRECEDE-PROCEED model for upper grade elementary students. Methods: One hundred ten 6th-grade students sampled from an elementary school in D City were divided into the education group (n=55) and the non-education group (n=55). School safety education was provided to the education group for 8 weeks and a questionnaire survey about safety knowledge, safety practice and the frequency of safety negligence was carried out before and after the education from March 2 to July 13, 2010. Results: After the application of the safety education program, the education group got a higher safety knowledge score than the non-education group (p<.001). Both the education and non-education groups showed a significantly increased safety practice score (p<.01). In the comparison of safety negligence, the education group showed lower frequency (p<.01). In addition, according to the results of ANCOVA and t-test, the school safety education program influenced safety knowledge significantly (p<.001). Conclusion: This result shows that a school safety education program based on PRECEDE- PROCEED can improve safety knowledge. Further studies will be required to develop continuous and systematic safety education programs.

• The Journal of Korean Society for School & Community Health Education
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• v.6
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• pp.65-73
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• 2005

Purpose : This study was to describe health behavior, self-esteem, health knowledge, health education needs, and to assess the effects of health behavior on self-esteem, health knowledge and health education needs. Study Methods : A self-administrated questionnaire was carried out to randomly selected students in two middle schools in Seoul, Korea. The questionnaire contains items of health behavior on self-esteem, health knowledge and health education needs. Results : The mean score differences of health behavior were not meaningful. Health behavior had significantly positive correlation with self-esteem, health knowledge and health education needs. The multiple regression showed that higher self-esteem, health knowledge and health education needs was associated with higher scores of health behavior. Discussion : Health knowledge has a significant effect on health behavior Therefore, regular health education class must be based on health knowledge and health education needs.