• 한국문헌정보학회지
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• 제55권1호
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• pp.107-133
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• 2021

본 연구는 정보전문직으로서 사서의 역량가치를 평가하고 분석함으로써, 사서의 역량 강화방안에 대한 시사점을 제시하고자 수행되었다. 그 결과로는 첫째, 도서관 인적자본으로서 사서의 공통 역량가치를 기량, 지식 및 행동과 태도로 구분하여 각각의 영역에 대한 A도서관 사서의 역량가치를 평가한 결과, '사서의 행동 및 태도' 영역의 평균이 가장 높았으며, '사서의 기량' 영역, '사서의 지식' 영역 순으로 분석되었다. 둘째, A도서관 사서의 '사서의 기량' 영역의 역량가치 평가에서는 '의사소통', '리더십', '기술' 평가요소 순으로, '사서의 지식' 영역의 평가에서는 '법률 및 정책', '마케팅', '학습 및 성장', '재무 및 회계' 평가요소 순으로, '사서의 행동 및 태도' 영역의 평가에서는 '윤리 및 가치', '대인관계', '고객 서비스' 평가요소 순으로 각각 평가 결과가 높게 나타났다. 셋째, A도서관 사서의 역량가치 평가 결과에 대하여 평가 대상자 특성에 따른 평균 차이가 존재하는지 분석한 결과, 전체 역량가치에 대해서는 '근무기간' 요인 만이, '사서의 지식' 영역에서는 '연령'과 '근무기간' 2가지 요인이 통계적으로 유의미한 차이가 있는 것으로 밝혀졌다. 넷째, 사서의 역량가치는 평가 대상자의 특성에 따라 어떠한 영향을 받는지 알아보기 위해 분석한 결과, '사서의 기량' 영역의 역량가치에 대해 '최종학력' 요인 만이 통계적으로 유의한 것으로 분석되었다. 다섯째, 사서의 역량가치를 높이는 데 있어 문제점 및 바람직한 개선방안에 대한 조사에서는 '사서자격제도'나 '사서 양성체계' 등 시스템적 측면에서의 문제점 및 개선방안을 제시하는 비율이 높았다.

• 대한치위생과학회지
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• 제4권2호
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• pp.9-18
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• 2021

Background: Based on the individualistic approach of experienced dental hygienists, this study attempted to provide basic data to find effective measures of human resource management by analyzing the correlation between organizational socialization and professional self-concept. Methods: Dental hygienists currently working in the Daegu area were evaluated. Nine questions related to duties, twenty-seven questions related to professional self-concept, and thirty-eight questions related to organizational socialization were included in the study. The reliability was professional self-concept (Cronbach's α = 0.859) and organizational socialization (Cronbach's α = 0.840). Results: Of the total 135 points for professional self-concept, the mean score of the participants was 62.67±8.45 points. In the sub-area, flexibility was the highest at 19.28±2.46 points, and communication was the lowest at 9.69±1.44 points. Of 190 points, organizational socialization averaged at 123.40±12.82 points. In the subarea, personal characteristics were the highest at 30.37±3.71 points, and occupational identity was the lowest at 10.34±1.94. Higher age (F=30.89, p<0.000), marital status (F=10.22, p<0.002), graduate or higher educational qualification (F=9.16, p<0.000), were associated with a higher position (F=20.62, p<0.000) and work experience (F=22.66, p<0.0000), when there was no intention to turnover (F=8.05, p<0.000). Organizational socialization was higher in participants with higher age (F=7.89, p<0.000), educational qualification (F=8.02, p<0.000), and position (F=5.12, p<0.007); higher work experience in general hospital (F=4.50, p<0.012); no intention to turnover (F=7.450, p<0.000); and no intention to turnover (F=24.46, p<0.000). Organizational socialization showed a significant positive correlation with professional self-concept (r=0.721, p<0.000); job performance and skills (r=0.615, p<0.000) and organizational commitment and satisfaction (r=0.610, p<0.000) showed a high positive correlation. Turnover intention (β=0.213, p<0.000) was found to have a significant effect on organizational socialization. Leadership (β=0.168, p<0.05) and satisfaction (β=0.483, p<0.000) were found to have a significant effect. The total explanatory power of this variable was 62.7%. Conclusion: To ensure successful organizational socialization, human resource management should be performed through regular verification, which can result in improved quality of dental care services.

• 한국엔터테인먼트산업학회논문지
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• 제8권2호
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• pp.9-18
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• 2014

이 연구는 병법교육을 담당하였던 송대 '무학(武學)'을 주제로 문헌적 연구를 실시한 것이다. 중국에서 무거(武擧)와 무학은 무신관료(武臣官僚) 체계와 연관이 있으며, 무술을 전통체육활동으로 취급하는 체육학에서도 중요한 사료가 된다. 무학의 설립은 송대의 관료주의와 유교사상의 기풍으로 덕(德)과 의(義)를 갖춘 유장(儒將) 개념의 등장과 확산이 단초가 된다. 무학은 최초로 1043년(慶歷 3년)에 설립되고 1072년(熙寧 5년)에 공식적인 면모를 갖추어 우수한 인재를 양성하고 선발하는 기능이 원활해지면서 정치상의 효과를 보아 국가의 경쟁력을 향상시켰다. 무학 교육내용은 첫째, 보병·기병·궁병의 신체 기술과 둘째, 경서인 무경칠서(武經七書) 즉, 손자(孫子), 오자(吳子), 사마법(司馬法), 위료자(尉繚子), 황석공삼략(黃石公三略), 강태공육도(姜太公六韜), 당리문대(唐李問對)의 뜻을 이해하여 유연하게 적용하는 것, 셋째로 현실적인 문제해결 등을 시험하여 그 대책을 가르쳤다. 이러한 무학은 신체기술(人), 전쟁(事), 무기(物)의 세 가지 측면을 포괄하고, 교육·선발·승진의 기능을 담당하여 무거제의 발전과 존속을 꾸준히 뒷받침하였다. 수집된 자료를 통해 중국의 전통사회에서 체육전문인이라고 하라 수 있는 무관의 조건이 신재는 물론이고, 지도자의 통솔력과 공맹(孔孟), 그리고 병법을 강론하는 등의 지식을 겸비해야하는 사회적 요구가 있었음을 알 수 있다.

• 마케팅과학연구
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• 제20권2호
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• pp.173-178
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• 2010

这是一家私人, 第三代家族拥有的公司, Boom Technologies 公司(BTI). 对电力设施提供产品和服务的供应商, 通信和承包商的市场,不断进步的出口. 尽管在2008年出口销售只占总收入的5%, BTI已形成了一个完整的出口部门. 他们的出口部门的执行董事揭示了一家私营公司的试验和错误以及他们对成功的海外市场的疑问. 自成立以来, BTI始终相信它最大的资产是它的雇员. 当出口销售因为缺乏战略和方向而挣扎时, BTI为其出口部门雇了一位董事总经理. 在BTI总裁和总经理的领导下, 他们很好的利用了这个部门的技能和知识. 为向海外扩展他们的市场份额, 增加出口销售他们进行了机构调整. 结果就是, 出口销售增加了4倍, 国家的地区经理增加了, 同时成功养成了分销渠道网络. 有时, 由于公司的结构, 收入形成很难决定. 因此, 在1996年, 出口部门重组为有限责任公司. 这使得公司改进收入和费用. 最初, 80%的BTI出口销售来自两个国家;因此,最初在海外出售的方法并没有达到预期目标. 然而, 所做的修改, 使得现在公司 经营, 销售超过80个国家. 总经理指出主要有三个出口扩张挑战 1. 产品和船运—BTI主要障碍是产品装配. 最初, 大多数的产品被聚集在美国, 这增加了运输包装费用. 有这么多的部分指定订购, 很多次定的东西到的时候有些零部件都丢失了. 失踪的零件价值上万美元. 装运这些失踪的部分也花费成千上万的美元, 外加一个延迟交货时间六到八周, 所有的费用都由BTI出. 2. 产品适应—在BTI80个出口国家中, 每个国家的安全, 产品标准都不同. 重量, 特殊证, 产品的规格要求, 测量系统的稳定性, 卡车都会因国别而不同. 作为一种准入障碍,以致很难使产品适应. 技术和安全标准的障碍, 作为一种保护国内产业的方法, 可以阻碍成功的进入外国市场 3. 市场的挑战—分销的重要性给BTI带来了很多挑战,因为他们试图根据他们的分销系统来确定每个国家如何操作. 有些国家已经从一个小的竞争对手, 只生产一种具有竞争力的产品而极具竞争力. 而BTI制造超过100种的产品. 营销资料是另一个BTI所关心的, 因为他们试图对经销商推动销售成本. 从翻译和文化差异的角度, 合适的市场营销资料可能会花费很多. 此外, 美国的纸张大小不同于别的一些国家, 当试图复制相同的布局和设计时, 就会出现许多问题. 分销已经成为BTI所面临的挑战之一, 公司宣称他们的分销网络是他们的竞争优势之一, 因为他们的分销商的位置和名字都是保密的. 另外, BTI每年有两次奉献: 培训分销商一年, 另一个是分销商会议. 产品, 航运, 产品适应性, 营销这些挑战,这些海外市场错综复杂需要时间和耐心. 另一个竞争优势是BTI的摇篮到坟墓的策略, 他们遵循产品销售到它的最终安息地, 无论卡车是出租或购买新的或用过的. 他们对该公司购买或租赁之前的产品都提供服务和设备维护计划和一份详细的费用分析. 扩大海外总是会面临挑战. 如总经理说, "如果你没有耐心(出口业务), 你最好做别的事." 知道如何快速适应提供必要的技能, 适应每个国家的不同需求, 以及独特的挑战, 使他们能够保持竞争力.

• 한국가정과교육학회지
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• 제18권1호
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• pp.77-93
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• 2006

본 연구는 가정교과의 내용요소에 대한 교육수요자들의 시각의 변화가 일어나고 있는 현 시점에서 교육수요자가 추구하는 요구에 부응하면서 미래사회에서 인간이 살아가는데 진정으로 배워야 할 내용이 무엇인가를 원론적 차원에서 고찰하여 가정교과의 내용혁신을 시도하고자 하는 목적으로 수행된 연구이다. 현재 가정교과 교육과정의 비판적 검토를 시도한 결과 급속한 사회변화에 따른 다원화된 가족의 구성과 가족문화를 담아내지 못하고 있으며 사회 환경 변화에 따른 능동적 교과내용 도입이 지체되고 있었는데 그 원인은 가정학의 학문적 정체성에대한 문제와 교육내용의 전문성과 통합적 접근의 문제, 가정학의 학문적 보수성 그리고 교사재교육의 비실효성과 행정 정책가의 리더십 부족 등이었다. 가정교과의 내용혁신을 위한 사회적 합의로서 가정교과의 목표 및 내용체계는 가족과 소비자를 중심축으로 하여 구성되어야 할 것이다. 가족부분에서는 다양한 가족의 구성 체계와 다원적 문화를 포용하는 열린 가족의 개념을 포함하고 자녀양육이나 가사노동에 있어 양성 평등적이어야 한다. 성인지적 관점에서 개인의 사회진출부분과 가정생활기능의 사회화에서 일어날 수 있는 조정역할과 의사결정부분에 대한 가치교육, 선택과 의사결정 커뮤니케이션 그리고 자신들이 살고 있는 지역 생활공동체의 참여, 복지기관에의 자원봉사와 같은 내용에 더 중점을 두어 이러한 주제를 비판 과학적 철학에 바탕을 두고 접근하여야 할 것이다. 이와 함께 지구환경자원의 보존을 위한 지속가능 소비와 이의 실천등과 같은 사회재건 중심 교육과정 관점이 도입된 내용이어야 할 것이다. 기존의 가정교과의 영역별 전문분야별 접근보다는 통합적 접근을 지향하여야 할 것이다.

• 기업가정신과 벤처연구
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• 제19권2호
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• pp.53-68
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• 2016

기술 학습, 기업가정신, 혁신, 창의성에 대한 동기 및 관련 활동은 아시아 국가들의 경제 발전의 원동력이었다. 기술 발전의 초기에는 기술 학습과 기업가정신이 선진국들을 효과적으로 따라잡을 수 있는 방안으로 작용하였다. 왜냐하면 이를 통하여 기업들은 상대적으로 낮은 리스크를 가지고 기술과 지식을 빠르게 축적할 수 있었기 때문이다. 그러나 기술 발전의 후기에는 혁신과 창의성이 보다 중요하게 작용하였다. 본 연구의 목적은 1) 기술 학습 성과에 영향을 미치는 요소들 (학습 역량)과 2) 창의적인 조직 및 경제 환경 구축을 위한 혁신 역량 강화에 필요한 과제들을 규명하는 것이다. 본 연구의 핵심 내용은 탈추격 시대에서의 학습 역량과 연관되어 있다. 문헌 연구 및 한국의 경제발전 사례를 바탕으로 본 연구에서는 기술 학습에 영향을 미치는 다양한 요소들로 구성된 기술 학습 모형을 제시하였다. 이와 관련하여 세 가지 가설을 설정하였고, 한국의 공작기계 제조업체들로부터 데이터를 수집하였다. 또한 해당 업체들의 CEO들과 R&D 책임자들을 대상으로 구조화된 설문을 수행하였다. 이를 바탕으로 상관 분석과 ANOVA를 수행하여 가설을 검증하였다. 추가로 사례 분석과 정책 분석을 수행하여 혁신 활성인자와 방해인자들을 규명하였고, 이를 근거로 혁신 역량 강화를 위한 방안을 제시하였다. 실증 분석 결과를 기반으로 1) 기술 축적정도 2) 기술인력들의 잠재력 3) 확고한 기술적 노력 4) 학습에 대한 의지 5) 최고 경영층의 지원 6) 공식적인 기술 학습 시스템 7) 높은 학습 동기 8) 적절한 기술 선택 9) 명백한 목표 설정과 같은 기업의 학습 잠재력과 활동(학습 역량)을 규명하였다. 이와 같은 학습 역량은 경제 발전 초기 기업의 학습 성과를 결정하였다. 또한 기술발전 단계별로 기술학습을 위해 필요한 핵심 요소들이 상이하였다. 통계 및 정책 분석을 통하여 기술학습은 기술발전 과정의 본질적인 원칙으로 이해될 수 있음을 입증하였다. 선제적이고 창의적인 학습은 후기에, 대응적이고 모방적인 학습은 초기에 활성화 되었다. 추가로 본 연구에서는 탈추격 시대에서의 혁신역량 및 혁신활동 강화의 원동력 또는 촉진 요소를 탐색하였다. 예비 사례분석 결과는 1) CEO의 전략적 의지와 기업 문화 2) 리더십과 변화 주도 챔피언의 존재 3) 디자인 원칙과 방식 4) 에코시스템과 협력체계, 5) 지속적 R&D 투자가 혁신역량 및 혁신활동 강화의 촉진 요소로 작용함을 보여주었다.

• Journal of Preventive Medicine and Public Health
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• 제20권1호
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• pp.165-203
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• 1987

This project was a service-cum-research effort with a quasi-experimental study design to examine the health benefits of an integrated Family Planning (FP)/Maternal & Child health (MCH) Service approach that provides crucial factors missing in the present on-going programs. The specific objectives were: 1) To test the effectiveness of trained nurse/midwives (MW) assigned as change agents in the Health Sub-Center (HSC) to bring about the changes in the eight FP/MCH indicators, namely; (i)FP/MCH contacts between field workers and their clients (ii) the use of effective FP methods, (iii) the inter-birth interval and/or open interval, (iv) prenatal care by medically qualified personnel, (v) medically supervised deliveries, (vi) the rate of induced abortion, (vii) maternal and infant morbidity, and (viii) preinatal & infant mortality. 2) To measure the integrative linkage (contacts) between MW & HSC workers and between HSC and clients. 3) To examine the organizational or administrative factors influencing integrative linkage between health workers. Study design; The above objectives called for quasi-experimental design setting up a study and control area with and without a midwife. An active intervention program (FP/MCH minimum 'package' program) was conducted for a 2 year period from June 1982-July 1984 in Seosan County and 'before and after' surveys were conducted to measure the change. Service input; This study was undertaken by the Soonchunhyang University in collaboration with WHO. After a baseline survery in 1981, trained nurses/midwives were introduced into two health sub-centers in a rural setting (Seosan county) for a 2 year period from 1982 to 1984. A major service input was the establishment of midwifery services in the existing health delivery system with emphasis on nurse/midwife's role as the link between health workers (nurse aids) and village health workers, and the referral of risk patients to the private physician (OBGY specialist). An evaluation survey was made in August 1984 to assess the effectiveness of this alternative integrated approach in the study areas in comparison with the control area which had normal government services. Method of evaluation; a. In this study, the primary objective was first to examine to what extent the FP/MCH package program brought about changes in the pre-determined eight indicators (outcome and impact measures) and the following relationship was first analyzed; b. Nevertheless, this project did not automatically accept the assumption that if two or more activities were integrated, the results would automatically be better than a non-integrated or categorical program. There is a need to assess the 'integration process' itself within the package program. The process of integration was measured in terms of interactive linkages, or the quantity & quality of contacts between workers & clients and among workers. Intergrative linkages were hypothesized to be influenced by organizational factors at the HSC clinic level including HSC goals, sltrurture, authority, leadership style, resources, and personal characteristics of HSC staff. The extent or degree of integration, as measured by the intensity of integrative linkages, was in turn presumed to influence programme performance. Thus as indicated diagrammatically below, organizational factors constituted the independent variables, integration as the intervening variable and programme performance with respect to family planning and health services as the dependent variable: Concerning organizational factors, however, due to the limited number of HSCs (2 in the study area and 3 in the control area), they were studied by participatory observation of an anthropologist who was independent of the project. In this observation, we examined whether the assumed integration process actually occurred or not. If not, what were the constraints in producing an effective integration process. Summary of Findings; A) Program effects and impact 1. Effects on FP use: During this 2 year action period, FP acceptance increased from 58% in 1981 to 78% in 1984 in both the study and control areas. This increase in both areas was mainly due to the new family planning campaign driven by the Government for the same study period. Therefore, there was no increment of FP acceptance rate due to additional input of MW to the on-going FP program. But in the study area, quality aspects of FP were somewhat improved, having a better continuation rate of IUDs & pills and more use of effective Contraceptive methods in comparison with the control area. 2. Effects of use of MCH services: Between the study and control areas, however, there was a significant difference in maternal and child health care. For example, the coverage of prenatal care was increased from 53% for 1981 birth cohort to 75% for 1984 birth cohort in the study area. In the control area, the same increased from 41% (1981) to 65% (1984). It is noteworthy that almost two thirds of the recent birth cohort received prenatal care even in the control area, indicating that there is a growing demand of MCH care as the size of family norm becomes smaller 3. There has been a substantive increase in delivery care by medical professions in the study area, with an annual increase rate of 10% due to midwives input in the study areas. The project had about two times greater effect on postnatal care (68% vs. 33%) at delivery care(45.2% vs. 26.1%). 4. The study area had better reproductive efficiency (wanted pregancies with FP practice & healthy live births survived by one year old) than the control area, especially among women under 30 (14.1% vs. 9.6%). The proportion of women who preferred the 1st trimester for their first prenatal care rose significantly in the study area as compared to the control area (24% vs 13%). B) Effects on Interactive Linkage 1. This project made a contribution in making several useful steps in the direction of service integration, namely; i) The health workers have become familiar with procedures on how to work together with each other (especially with a midwife) in carrying out their work in FP/MCH and, ii) The health workers have gotten a feeling of the usefulness of family health records (statistical integration) in identifying targets in their own work and their usefulness in caring for family health. 2. On the other hand, because of a lack of required organizational factors, complete linkage was not obtained as the project intended. i) In regards to the government health worker's activities in terms of home visiting there was not much difference between the study & control areas though the MW did more home visiting than Government health workers. ii) In assessing the service performance of MW & health workers, the midwives balanced their workload between 40% FP, 40% MCH & 20% other activities (mainly immunization). However, $85{\sim}90%$ of the services provided by the health workers were other than FP/MCH, mainly for immunizations such as the encephalitis campaign. In the control area, a similar pattern was observed. Over 75% of their service was other than FP/MCH. Therefore, the pattern shows the health workers are a long way from becoming multipurpose workers even though the government is pushing in this direction. 3. Villagers were much more likely to visit the health sub-center clinic in the study area than in the control area (58% vs.31%) and for more combined care (45% vs.23%). C) Organization factors (admistrative integrative issues) 1. When MW (new workers with higher qualification) were introduced to HSC, it was noted that there were conflicts between the existing HSC workers (Nurse aids with less qualification than MW) and the MW for the beginning period of the project. The cause of the conflict was studied by an anthropologist and it was pointed out that these functional integration problems stemmed from the structural inadequacies of the health subcenter organization as indicated below; i) There is still no general consensus about the objectives and goals of the project between the project staff and the existing health workers. ii) There is no formal linkage between the responsibility of each member's job in the health sub-center. iii) There is still little chance for midwives to play a catalytic role or to establish communicative networks between workers in order to link various knowledge and skills to provide better FP/MCH services in the health sub-center. 2. Based on the above findings the project recommended to the County Chief (who has power to control the administrative staff and the technical staff in his county) the following ; i) In order to solve the conflicts between the individual roles and functions in performing health care activities, there must be goals agreed upon by both. ii) The health sub·center must function as an autonomous organization to undertake the integration health project. In order to do that, it is necessary to support administrative considerations, and to establish a communication system for supervision and to control of the health sub-centers. iii) The administrative organization, tentatively, must be organized to bind the health worker's midwive's and director's jobs by an organic relationship in order to achieve the integrative system under the leadership of health sub-center director. After submitting this observation report, there has been better understanding from frequent meetings & communication between HW/MW in FP/MCH work as the program developed. Lessons learned from the Seosan Project (on issues of FP/MCH integration in Korea); 1) A majority or about 80% of the couples are now practicing FP. As indicated by the study, there is a growing demand from clients for the health system to provide more MCH services than FP in order to maintain the achieved small size of family through FP practice. It is fortunate to see that the government is now formulating a MCH policy for the year 2,000 and revising MCH laws and regulations to emphasize more MCH care for achieving a small size family through family planning practice. 2) Goal consensus in FP/MCH shouBd be made among the health workers It administrators, especially to emphasize the need of care of 'wanted' child. But there is a long way to go to realize the 'real' integration of FP into MCH in Korea, unless there is a structural integration FP/MCH because a categorical FP is still first priority to reduce the rate of population growth for economic reasons but not yet for health/welfare reasons in practice. 3) There should be more financial allocation: (i) a midwife should be made available to help to promote the MCH program and coordinate services, (in) there should be a health sub·center director who can provide leadership training for managing the integrated program. There is a need for 'organizational support', if the decision of integration is made to obtain benefit from both FP & MCH. In other words, costs should be paid equally to both FP/MCH. The integration slogan itself, without the commitment of paying such costs, is powerless to advocate it. 4) Need of management training for middle level health personnel is more acute as the Government has already constructed 90 MCH centers attached to the County Health Center but without adequate manpower, facilities, and guidelines for integrating the work of both FP and MCH. 5) The local government still considers these MCH centers only as delivery centers to take care only of those visiting maternity cases. The MCH center should be a center for the managment of all pregnancies occurring in the community and the promotion of FP with a systematic and effective linkage of resources available in the county such as i.e. Village Health Worker, Community Health Practitioner, Health Sub-center Physicians & Health workers, Doctors and Midwives in MCH center, OBGY Specialists in clinics & hospitals as practiced by the Seosan project at primary health care level.

• 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.