• 핵의학기술
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• 제12권3호
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• pp.147-156
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• 2008

목적 : 방사성옥소 치료팀에서 이루어지고 있는 모든 행위가 나름대로의 원칙과 규정이 있으므로 단일화 된 모델은 적절한 최적화가 아닐 것으로 생각되나 통일성 있는 기준제시에 접근하고자 함이다. 실험재료 및 방법 : 2007년 11월 5일부터 11월 17일까지 29개 병원을 대상으로 핵의학 담당자에게 설문조사하였다. 설문조사의 내용은 환자에 대한 진료부문, 환자관리, 검사 부문, 폐기물관리, 안전관리 등 5개의 카테고리로 정하였으며 질문에 대한 응답내용을 선택하는 방식으로 조사하였다. 결과 : 2007년 10월 기준으로 전체 30개 병원에서 58개의 병실을 운영하고 있었으며 치료계획에 따른 검사 및 일정관리는 약간의 차이가 있었다. 환자에 대한 교육부문은 의사 및 간호사가 주로 담당하였으며 교육에 대한 환자의 만족도는 높은 것으로 평가되었다. 폐기물 관련 자료와 정기적으로 실시되고 있는 정기 감사로 인하여 각 병원별 폐기물 관리 수행은 원만히 이루어지고 있는 것으로 나타났다. 환자 및 작업종사자들에 대한 안전관리는 원자력법에 근거하여 잘 수행되고 있었으며 치료병실에 대한 오염관리에 대해서 대부분 병원에서 철저하게 수행하고 있는 것으로 나타났다. 결론 : 항목별 자료 수집내용을 충분히 검토하여 현실성 있는 설문조사를 통해 구체적인 표준안이 제시되었어야 하나 그러지 못한 부족함이 많다. 그럼에도 불구하고 본 조사에 대해 임상의 활용도 가치를 응답자 중 70.9%로 비교적 높이 평가해 주심에 감사를 표한다. 향후 본 자료를 토대로 각 항목별 세부사항에 대한 조사와 연구가 필요할 것으로 본다.

• 한국간호교육학회지
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• 제3권
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• 대한간호학회지
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• 제21권2호
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• pp.129-149
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• 1991

Circadian rhythm is entrained in the 24-hour time interval by periodic factors in the environment, known as zeitgeber. But most rotating work schedules are outside the range of the entrainment of the pacemaker timing the human circadian sleep - wake cycle. It has been postulated that physiological and emotional disturbances occur in most human functions when the circadian rhythm is disturbed. So application of circadian principles to the design of shift schedules can aid in maintaining the temporal integrity of the circadian system and thereby minimize for the shift worker any detrimental consequences of circadian disruption. This study was a quasi-experimental study to test the effect of shift intervals for the clinical nurse on the circadian rhythm. Twenty nurses newly employed in general units of two hospitals were selected as an experimental group and twelve college nursing students as a control group. Both groups were selected according to an established criteria using a purposive sampling technique. Ten subjects were assigned to a weekly shift group and another ten to a biweekly shift group engaged in a semi -continuous shift schedule(sunday off) with a backward direction, that is, morning -evening - night shift. The control group worked a morning shift for 42 days. Oral temperature rhythm, waking tim, sleep - wake cycle, fatigue, and mental performance were measured during the experimental period. The data collection period was from April 30, 1990 to June 10, 1990. MANOVA, paired t-test, ANOVA, and Student Newman Keuls method were used for statistical analysis. The results are summarized as follows. 1. Phase delay in the acrophase of temperature rhythm was shown according to the backward rotating shift. A complete adaptation to work on the night shift was achieved between the sixth and ninth day of the night shift. 2. There was no difference in either waking time or sleep- wake cycle according to the duration of the working day for every shift group. Significant difference was found in the waking time and the sleep -wake cycle for subjects on the morning, evening, and night shift in both of the shift groups(weekly shift group : λ＝0.121, p＜0.01, λ＝0.112, p＜0.01, biweekly shift group : λ＝0.116, p＜0.01, λ＝0.084, p＜0.01). 3. There was no difference in fatigue between the first working day and the last working day for the control group and for the biweekly shift group. In the weekly shift group, physical fatigue was significantly different for the first day and the sixth day of the night shift(t＝-2.28, p＜0.05). Physical fatigue and total fatigue on the first day of the night shift showed a significant difference among the control group, the weekly shift group, and the biweekly shift group(F＝5.79, p＜0.01, F＝4.56, p＜0.05). There was a significant difference between the shift groups and the control group(p＜0.05), Physical fatigue, neurosensory fatigue and total fatigue on the last day of the night shift showed a significant difference among the control group, the weekly shift group, and the biweekly shift group(F＝12.65, p＜0.01, F＝7.77, p＜0.01, F＝9.68, p＜0.01). There was a significant difference between the shift groups and the control group(p＜0.05). 4. No difference in mental performance was seen between the first day and the last day of work in each case. An arithmatic test on the first day of the night shift revealed a significant difference among the control group, the weekly shift group, and the biweekly shift group(F＝3.79, p＜0.05). There was a significant difference between the shift groups and the control group(p＜0.05) . The digital symbol substitution test and the arithmetic test on the last day of the night shift showed a significant difference among the control group, the weekly shift group, and the biweekly shift group(F＝3.68, p＜0.05, F＝5.55, p＜0.01), and both showed a significant difference between the shift groups and the control group(p＜0.05). Accordingly, this study showed that during night duty, the waking time, sleep- wake cycle, and fatigue increased and mental performance decreased compared with morning and evening duty. It was also found that the weekly shift group had a higher fatigue score on the sixth day of night duty as compared to the -first day, but the waking time, sleep- wake cycle, and mental performance revealed no difference for the duration of the night duty or between shift groups, and complete adaptation of temperature rhythm was achieved between the sixth and ninth day of night duty. It is possible to conclude from these results that for intermediate circadian type in a healthy young woman, a biweekly shift system is more compatible with the circadian timing system than weekly shift system.

• 핵의학기술
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• 제13권1호
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• pp.93-97
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• 2009

2006년~2008년 2사분기까지의 2.5년간의 환자 건수는 14,674건이었으며, $^{18}F$-FDG 평균 주사량은 461.5 MBq 였다. 2.5년간 순환근무는 3회 이루어졌고, 10명의 방사선사 중 PET과 Gamma 영역별 1인을 제외한 8명의 순환근무가 시행되었다. 추가로 2008년 3인의 신입인력이 야간에 투입되어 이에 대한 평가도 이루어졌다. 방사선사의 근무연한은 15년 이상이 2인, 10~15년이 3인, 5~10년이 1인, 5년 미만이 3인이었다. 이들의 개인별 피폭선량은 먼저 PET실에 근무를 하고 있을 때가 Gamma 영역에 근무하고 있을 때 보다 더 높게 나왔다. 가장 큰 원인으로는 일일 처리 건수 면에서 PET과 Gamma영역의 차이가 거의 없는 상태에서 $^{99m}Tc$보다는 상대적으로 에너지가 높은 $^{18}F$-FDG를 사용하는데 있다고 본다. 특히 개인별 피폭선량도 근무연한에 따른 분기별 평가에서 서로 다르게 나타났다. 또한 순환근무 초기 1개월째보다는 업무의 연속성을 익힌 3개월째에 더 낮은 피폭선량을 보여 주고 있다. 이는 PET 실의 근무연한이 길수록 업무의 숙달도가 증가하여 개인별 피폭선량은 감소하는 것으로 보인다. 예약실에 근무하는 간호사의 피폭선량은 $^{18}F$-FDG 주사 후 짧은 시간에 환자와의 접촉이 이루어지고 있어 그리 큰 문제점을 보이지는 않았다. 그러나 임신 가능성이 있는 간호사일 경우는 이를 재고해 보아야할 필요가 있다. 순환 근무를 통한 장시간 PET/CT실을 벗어난 상황이 될 경우 대부분의 근무자가 초기 1개월에서 업무의 연속성 결여 및 개인별 피폭선량 증가라는 위험성을 내포하였다. PET/CT 환자의 증가에 따른 PET/CT실 전체의 과도한 피폭을 분산하기 위한 순환 근무제의 도입이 또 다른 문제점을 갖고 있음을 알 수 있다.5,6) 이를 해결하기 위해서는 근무자의 업무재교육과 순환 및 고정 근무제의 적절한 병행을 시행할 필요가 있다고 본다. 또한 고정 근무자는 순환 근무 인력들의 이런 문제점을 해결하기 위해 업무영역에서 표준화된 업무지침서 등을 만들어야 한다.

• 농촌의학ㆍ지역보건
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• 제17권1호
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• pp.34-45
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• 1992

In this county, the gap between the urban 'haves' and the rural 'have-nots' continues to be an increasing problem. WHO and UNICEF see primary health care(PHC) as the key to achieving an acceptable level of health throughout the world as a community development. PHC is essential health care made accessible to individuals and families in the community by means acceptable to them. It is the first level of contact of individual, the family, and community with the national health system. It includes at least education on health system. It includes at least education on health problems, promotion of food supply, MCH including family planning, immunization against infectious diseases, control of endemic diseases, treatment of common diseases and injuries, promotion of mental health, and provision of essential drugs. However, of the aboves, education concerning of mental health problems and the methods to identify, prevent, and control them is the principal step of establishment. In Korea, the category of PHC worker includes the physician as public doctor and nurse as primary health care practitioner and community health leader as village health worker. PHC workers of the aboves will thus function best if they are appropriately trained to respond to the health needs of the community. However in this country, since the national PHC service project launched in 1980, the government has not developed and performed appropriate and enough education and training activities. In light of above reasons, several categories of health education activities had been planned and performed being aimed at above specific target groups and the main focus was on the village health workers for about one year from July 1991 to July 1992 in Yeoju Kun of Kyonki Province. At the end of the period, evaluation of education input was carried out to measure the improvement of healthful life of people in terms of awareness, attitude, and practice. At the end of the period, evaluation of education input was carried out to measure the improvement of healthful life of people in terms of awareness, attitude, and practice. The totals of 80 village health workers, 13 public health practitioners and 9 public docters took in the course of health education for a few hours at every month and the evaluation works of educational effect were taken. The results the study were as follows. 1) Number of persons who realized the maxim "health care of the people is a duty of the government" increased after the education course, On the other hand, the rate of satisfaction on the effort of government for health promotion of the people decreased. 2) Public doctors and primary health care practitioners(nurses) liked and enjoyed the education schedule as a meeting of peer group. It provided chances of communication with staffs of Korea University Hospital. It was said that lectures covered great deal of knowledge and technic they urgently needed in the field. 3) After finishing the education course, more of village health workers(VHW) thought they adapted themselves to their roles and functions showing increased number of home visit and contact with primary health care practitioners by month. 4) In case of patient refer, VHW preferred primary health care practitioners to public doctors. 5) Capability of VHWs in most of their functions increased dramatically after when the education course finished except tuberculosis control.