• Title/Summary/Keyword: Pretest and posttest

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A Study on the Application of a Dementia Prevention Program and Its Effect Test (치매예방 프로그램 운영 및 효과검증 연구)

  • Hwang, Ok-Nam;Yoon, Sook-Rye;Hwang, Hye-Yeon;Nam, Ki-Seok
    • The Korean Journal of Rehabilitation Nursing
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    • v.5 no.2
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    • pp.156-165
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    • 2002
  • The objective of this study was to apply a dementia prevention program to the subjects who were suspected of dementia and test its effect. This study was one group pretest-posttest design. The dementia prevention program was applied for 20 weeks to the 19 subjects who were suspected of dementia after a screen test among 638 subjects enrolled in 10 senior citizen's centers in G city. The scores of self-efficacy, cognition, quality of life were measured before and after the program. The data collected were analyzed using a SPSS (statistical analysis system) program, and frequencies, averages and standard deviations were obtained. The differences of the scores of the pretest and posttest were analyzed with Mann-Whitney test and sign test. The results were as follows: 1. After the program, the average score of self-efficacy was increased from 75.31 (standard deviation 11.99) to 84.26 (standard deviation 13.92). 2. There are no differences between the average scores of physical and psychological quality of life, however, the average score of social quality of life was slightly increased from 2.25 (standard deviation 0.40) to 2.53 (standard deviation 0.43), and the overall score of social quality of life was low. 3. The average score of cognition was significantly increased from 21.00 (standard deviation 2.60) to 24.58 (standard deviation 3.37), thus, it was found that the program was effective to improve the cognition level. 4. The score differences of self-efficacy, quality of life, cognition between the pretest and posttest were statistically significant. 5. The score differences of quality of life between the pretest and posttest were found to be dependent on marital status, exercise and regular checkup yes or no. In conclusion, the program was effective to prevent the subjects suspected of dementia from dementia.

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Development and Application of an Online Alternative Therapy and Health Promotion Class (대체요법과 건강증진 가상강좌 개발 및 적용)

  • Park, Jeong-Sook;Kwon, Young-Sook;Lee, Hye-Ran
    • Journal of Korean Academy of Nursing
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    • v.36 no.2
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    • pp.286-298
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    • 2006
  • Purpose: This study was to develop an online 'alternative therapy and health promotion' class for university students and to evaluate its changes. Method: The online class was developed based on the Instructional Systems Development(ISD) model and model of Web-Based Instruction(WBI) developmental process. This was a quasi-experimental, one group pretest-posttest design. The subjects of this study were 130 students in 3 universities, and they were provided the cyber class for 16 weeks. Data was analyzed by descriptive and plural answer statistics, and paired t-test. Results: The cyber class was developed in five steps : analysis, design, data collection and reconstruction, programing and publishing, and evaluation. The results of program evaluation were positive, which included learning 3.47. system 3.57, and learning satisfaction 3.64 on the scale of 5. The posttest scores of cognition and reliability of alternative therapy were higher than pretest scores. The posttest score of health promoting lifestyle(t=-5.051, p=.000) and perceived health status(t=2.979, p=.003) were significantly higher than those of the pretest. Conclusion: These results suggest that the cyber class is a positive method in increasing a cognition, reliability of alternative therapy, and is effective to improve a health promotion lifestyle and perceived health status for the university students.

Effect of an Osteoporosis Prevention Health Education for Women in an Urban Area (골다공증 예방건강교육 효과에 관한 연구 - 대도시 일부 지역사회 여성을 대상으로 -)

  • Yang, Seung-Ae
    • Journal of muscle and joint health
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    • v.16 no.2
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    • pp.154-164
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    • 2009
  • Purpose: This study was conducted to evaluate the effects of an osteoporosis prevention health education on know ledge, health beliefs, self-efficacy and preventive health behaviors of women in an urban area. Methods: A one- group pre-test-post-test design was conducted to identify the effects of an osteoporosis prevention health education. The study was conducted between April and November 2008, and recruited 98 women in Seoul. All participants completed the pretest and posttest measures with self-administered questionaire: Osteoporosis Knowledge Test, Osteoporosis Health Belief Scale, Osteoporosis Self-Efficacy Scale and Osteoporosis Preventive Health Behaviors Survey. Results: The result of the paired t-test revealed statistically significant difference in the perceived susceptibility and perceived benefits of osteoporosis and osteoporosis preventive behaviors between pretest and posttest measures. However, the difference in knowledge and self-efficacy between the pretest and posttest measures was not statistically significant. Conclusions: These finding indicate the need for further health education to increase osteoporosis knowledge, health beliefs, self-efficacy and osteoporosis preventive health behaviors and provide guidance for developing effective osteoporosis prevention health education strategies.

Evaluation of a Virtual Class on Lifelong Health Care for Women (여성의 평생건강관리 가상강좌 평가연구)

  • Park, Jeong-Sook;Yang, Jin-Hyang
    • Journal of Korean Academy of Nursing
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    • v.36 no.7
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    • pp.1265-1273
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    • 2006
  • Purpose: This study was to evaluate a virtual class, 'lifelong health care for women', for female university students. Method: The research design was one group pre-post design. A pretest and posttest were conducted to measure CMI, perceived health status, health promoting lifestyle, and knowledge related to women's health. The subjects of this study were 74 female students in 3 universities, and they were provided with the virtual class by K university consortium for 16 weeks. Data was analyzed by descriptive and paired t-test. Results: There were statistically significant differences in CMI (t=3.367, p=.001), perceived health status (t=-2.788, p=.007), and knowledge related to women's health (t=-10,432, p=.000) between the pretest and posttest. However, there was not a statistically significant difference in a health promoting lifestyle (t=-1.431, p=.157) between the pretest and posttest. Conclusion: These results suggest that a virtual class on lifelong health care for women is aneffective method in decreasing health problems, and improving perceived health status and knowledge related to women's health by female university students.

The Effect of a Parent Education Program for Working Mothers of Dual-income Families with Young Children: Focusing on the Parents and Respected Children Parent Education Program (유아기 자녀를 둔 가정의 취업모를 대상으로 한 부모교육 프로그램의 효과: 부모존경-자녀존중 부모교육 프로그램을 중심으로)

  • Kim, Min-Jung;Kim, Soojee;Kim, Jung-Eun;Sohn, Han Gyeol;Kim, Tae-Sun
    • Korean Journal of Childcare and Education
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    • v.14 no.1
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    • pp.41-62
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    • 2018
  • Objective: This study employed a pretest-posttest quasi-experimental design to evaluate the effectiveness of the Respected Parents & Respected Children(RPRC) parent education program developed for working mothers of dual-income families with young children. Methods: A total of 32 working mothers were randomly assigned to two groups, an intervention group (n = 16) and a control group (n = 16). Mothers in the intervention group participated in the parent education program. After the termination of the program, differences between the pretest and posttest in terms of mothers'parenting behaviors, parenting efficacy and parental role satisfaction were compared in both groups. Results: Mothers in the intervention group were significantly improved in their parenting behaviors and parenting efficacy, whereas mothers in the control group did not show any significant differences between pretest and posttest scores. However, there was no significant difference in parental role satisfaction between the intervention group and the control group. Conclusion/Implications: These findings suggest that RPRC parent education program is effective in bringing about positive changes in working mothers'parenting confidence, which can be crucial for the future developmental outcomes of their children.

A Study of the Effective Methods of Vocabulary Teaching: The Methods of Teaching Vocabulary Through the Process of Word Formation, Meaningful Words and Context (대학생들을 위한 효과적인 어휘지도법 연구: 어형성 과정을 이용한 어휘지도법, 의미 있는 어휘를 이용한 어휘지도법, 문맥을 이용한 어휘지도법)

  • 편무태
    • Korean Journal of English Language and Linguistics
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    • v.3 no.4
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    • pp.611-635
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    • 2003
  • The main purpose of this study is to find out what teaching method is more effective than others through experiments for college students. Therefore, this study aims to review various effective methods of vocabulary teaching. According to the results of the experiments, the methods of teaching vocabulary through the process of word formation and meaningful words led to the high scores at the posttest regardless of the scores gained by the individual subjects at the pretest. However, the method of teaching vocabulary through context showed that the improved scores at the posttest generally reflected the individual differences of the scores at the pretest. That is, in the latter, it is recognizable that the subjects who achieved the high scores at the pretest did very well at the posttest as well. In conclusion, judging from the mean rate of improvement, the method of teaching vocabulary through word formation seems to be more effective than that of teaching vocabulary through meaningful words and context.

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The Effects of Brain Gym on Elementary School Children's Self-Regulated Ability and Self-Esteem (두뇌체조가 초등학생의 자기조절능력과 자아존중감에 미치는 효과)

  • Kim, Pan-Gui
    • The Korean Journal of Elementary Counseling
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    • v.5 no.1
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    • pp.255-272
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    • 2006
  • The purpose of this study were to examine the effects of brain gym on elementary school children's self-regulated ability and self-esteem. The subjects were 60 students in grade 4 who had been randomly assigned to experimental group and control group. Prior to the experimental treatment, pretests such as self-regulated ability test by Hong Ki-Chil and self-esteem test by Coopersmith were administered. And then experimental group was treated with brain gym, while control group was no treated. The treatment lasted for 8weeks, each day consisting of 25minutes. In order to test the effectiveness of the brain gym, posttests were administered after treatment. The results were analyzed by using t-test. The findings of this study were as follows: 1. The posttest score of experimental group showed higher than that of control group in self-regulated ability. But the difference was not statistically significant. 2. In experimental group, the posttest score showed higher than the pretest score in self-regulated ability. The difference was statistically significant. 3. The posttest score of experimental group showed higher than that of control group in self-esteem. The difference was statistically significant. 4. In experimental group, the posttest score showed higher than the pretest score in self-esteem. The difference was statistically significant, especially in academic self-esteem. The above results could be taken as the indication that the brain gym could be applied in school settings to promote the higher self-regulated ability and self-esteem.

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Effects of the BeHaS Program on Physical Factors and Self-esteem of Elderly Women in a Senior Center: A Pilot Study (베하스(BeHaS) 프로그램이 경로당 여성 노인의 신체적 요인과 자아존중감에 미치는 효과: 예비연구)

  • Kim, Jong-Im;Kim, Jiyoung;Park, Eunok;Park, Ju-Ah;Lee, Lina;Park, Keumok;Choi, Young-Hee
    • Journal of the Korea Convergence Society
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    • v.11 no.11
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    • pp.373-383
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    • 2020
  • The purpose of this study was to investigate the effects of the BeHaS program on physical factors and self-esteem of the elderly women in a senior center. In this study, the BeHaS program for the elderly who had one or more risk factors for metabolic syndrome was conducted for 8 weeks, once a week, 1.5 hours a day. Data collection was measured 3 times at 8-week intervals. Physical factors were measured 3 times (Pretest1, Pretest2, posttest) and self-esteem were measured 2 times (Pretest2, posttest). Physical factors were analyzed using Repeated Measured ANOVA, and, self-esteem was analyzed using paired t-test. As the result of this study, it was confirmed that the BeHaS program is effective in managing obesity and blood glucose, reducing cholesterol, and improving self-esteem. Therefore, it is suggested that additional research is needed to improve the community health with metabolic syndrome.

Promoting a nursing organizational culture for Great Workplace(GWP): a Korean experience (GWP 구현을 위한 조직문화 증진활동의 효과)

  • Kim, Young-Mee;Lee, Ji-Ae;Kim, Dae-Hee;Kim, Bo-Yeoul;Lee, Soon-Hyung;Park, Hyun-Mi;Kim, Hye-Sun
    • Perspectives in Nursing Science
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    • v.6 no.1
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    • pp.21-37
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    • 2009
  • The purpose of this GWP project was two-fold:(1) to launch an organizational culture improvement for great workplace (2) to improve the perception of nursing personnel on communication and team work in a surgical nursing department of a teaching hospital in Seoul. Using one group pretest-posttest design, nursing personnel's perception on organizational culture related to communication and team work was evaluated. A 10-item, 5-point scale (1.5) survey was administered to 209 nursing personnel in January 2009 and again to 191 nursing personnel in October 2009. From January 2009, AMANNA team has taken activities focused on trust, pride, and fun. AMANNA is an abbreviation of Korean language, which means wonderful meeting and sharing in English. Monthly activities are as follows: choral concerts by nurse managers, welcome and farewell events, praising members for their services, explaining current circumstances, etc. Special activities are as follows: a New Year's greeting party, a spring picnic, beauty classes, a lecture on drug administration, cultural lectures using videos, and presentations of academic posters and another activity. The reliability of measurement was Cronbach's ${\alpha}$: 0.917(pretest), 0.954(posttest). Most nursing personnel's perception on organizational culture was improved (pretest mean=3.50 and posttest mean=3.78, p<.001). "A sense of belonging" showed the greatest improvement among the 10 items(3.18 vs. 3.56, p<.001). "Trust each other" showed the highest score (mean=3.98) in posttest. Frequency of participation and satisfaction showed a significant relationship(r=0.179, p=.021). We believe that this project has made a contribution towards a positive organizational culture. The keys to this initiative's preliminary success have been the leadership support and flexibility in implementing the interventions tailored to the hospital.

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Effects of the BSE Educational Program on BSE Practice - Based on the Individually Prescribed Instruction Model (유방자가검진(BSE) 교육프로그램이 유방자가검진실행의 효율성에 미치는 영향 -개별처방식 지도모형 적용-)

  • Choi, Yeon-Hee
    • Research in Community and Public Health Nursing
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    • v.9 no.1
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    • pp.200-212
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    • 1998
  • Breast cancer ranks as one of the major health problems of adult women. Studies have shown that the BSE educational program based on the Individually Prescribed Instruction Model is effective in BSE practice. To motivate women in BSE practicing, a one-group pretest-posttest design was conducted. The subjects of the study were 49 Women who participated in the educational program of BSE and were mothers of D middle school in D City. The instruments of study were a BSE frequency & proficiency recording chart and a BSE confidence scale developed by Elearnor. The data was collected from September 4 in 1997 to April 30 in 1998 and was analyzed with an SAS program. The results were summarized as follows : 1) Frequency scores in BSE practice in the posttest was significantly increased after the intervention as contrasted with that in the pretest(t=1.32, P<.01). 2) Proficiency scores in BSE practice in the posttest was significantly increased after the intervention as contrasted with that in the pretest (t = 1. 69, P<.001). 3) Confidence scores in BSE practice in the posttest was significantly increased after the intervention as contrasted with that in the pretes(t=l1.48, P<.01). 4) The Pearson correlation coefficient between BSE frequency scores and confidence scores in BSE practice was significant (r =.72, P<.001). On the basis of this study, it can be concluded that the BSE educational program has improved BSE compliance.

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