• 대한간호학회지
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• 제18권2호
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• pp.162-188
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• 1988

The purpose of this study is to guide the direction of the Korean nursing education to analysize ⑴ the philosophy and objectives ⑵ curriculum, and ⑶ educational environment. This analysis is based on the data from 50 nursing schools (14 4-year colleges and 35 3-year colleges) The survey was conducted from Dec. 1986 through Jan. 1987 by mail. 1) Educational philosophy and objectives 10 4-year colleges and 8 3-year college program have curricular philosoph. Most popular curricular philosophies are human beings, health, nursing, nursology, nursing education, nurses role in the present and in the future. 10 nursing schools mentioned that human being is the subject to interact with : environment physically, mentally and socially. 2 schools mentioned that health is the state of functioning well physically, mentally and socially. 13 schools mentioned that the nursing is the dynamic act to maintain and to promote the highest possible level of health. 4 schools mentioned that the nursology is an applied science. 4 schools mentioned that nursing education is the process to induce the behavioural changes based on the individual ability. There is different opinion about the nurses' role between 4-year college and 3-year college. In the responses from 4-year colleges they focus on the leadership in effective changes, self-regulating and self-determining responsibilities, applying the new technology, continuing education, and participation in research to further nursing knowledge. In the responses from 3-year colleges, they focus on the education in college, primary health care nursing, direct care provider and public health education. Among 50 respondents 40 schools have educational goals which can be divided into two categories. One is to establish the moral and the other is to develop the professionalism. 2) Curriculm The analsis of curriculum is only based on the data from the 4-year colleges because the most of 3-year colleges follow the curriculum guideline set by the Ministry of Education. a) Comparison of the credits in cultural subject and in nursing major. The average required credit for graduation is 154.6 and the median credit is the range of 140-149. The average credit of cultural subjects is 43.4. In detail, the average number of credit of required course and elective courses are 24.1 and 19.3 respectively. The average credit for major subject is 111.2. In detail, the average credit for required courses and electives course are 100.9 and 10.4 respectively. In 5 colleges, students are offered even on elective course b) Comparison of the credit by class. The average earned credits are as follows : 41.1 in freshman, 400 in sophormore 38.3 in junior and 32.4 in senior. Cultural subjects are studied in early phases. c) Comparison of the compulsory and elective cultural subject by institute. The range of credit is 7-43 in compulsory cultural subjects and there are lot of differences among institutions. While all respondents require liberal arts as compulsary subjects, few respondents lists social science, natural science and behavioral science as required subjects. Social science-related subjects are frequently chosen as cultural subjects d) Distribution of creditsin cultural subjects by institute. The liberal art subjects are taught in 20 institute. English and physical education courses are taught in all instituions. The social science subjects are taught in 15 colleges and the basic Psycology and the Basic sociology are the most popular subjects. The natural science subjects are taught in 7 colleges and Biology and Chemistry are the most popular subjects among them. e) Distribution of credits in major basic courses by institute. Most of the institutes select Anatomy, Microbiology, Physiology, biochemistry and Pathology as basic major courses. f) Comparison of the required and elective courses for nursing major by institutions. Subjects and credit ranges in major are varing by institute. More than half of the respondents select the following subjects as required major subjects. (1) Adults Health Nursing and Practice (19.5 credits) (2) Mother and Child Care and Practice (8.9 credits) (3) Community Health Care and Practice (8.5 credits) (4) Psychiatric Nursing Care and Practice (8.1 credits) (5) Nursing Management and Practice (3.9 credits) (6) Fundamental of Nursing, Nursing Research and Health Assessment and Practice. Three institutions select Introduction to nursing, Rehabilitation Nursing, School Nursing, Public Health Nursing, Nursing English, Communication, Human Development as electives in nursing major. 3) Educational environment a) Nursing institution There are forty-three 3-year colleges and seventeen 4-year colleges and 81.4% of which are private b) Number of students and faculty 19.2% of the students are in 4-year colleges and 80.8% of the students are in 3-year colleges. In 4-year colleges, the number of nursing faculty members is in the other of assistant professor, instructor and professor. In 3-year colleges, the orderiis lecturer, associate professor, full time instructor and assistant professor. In 4-year colleges, 18.8 students are allocated per nursing faculty and in 3-year colleges, 33.1 students are allocated per nursing faculty. c) Clinical practices 66.7% of the 4-year colleges practice over 1201 hours in clinic and 28.5% of 3-year colleges practice over 1201 hours in clinic. In 4-year colleges, 11.5 students are allocated per nursing faculty and in 3-year colleges,17 students are allocated per nursing faculty The survey shows no difference in the procedure between 4-year colleges and 3-year colleges but 3-year colleges choose the more variety practicing site such as special hospital and community health clinic. d) Audiovisual facilities The survey shows a lot of difference in audiovisual facilities among institution and 3-year colleges are less equipped than 4-year colleges.

• 가정간호학회지
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• 제11권1호
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• pp.5-13
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• 2004

The home health care industry has grown rapidly and can be expected to continue to grow in the foreseeable future. Home health care refers to the practice of nursing applied to clients with a health condition in the clients place of residence. clients and their designated care givers are the focus at home health nursing practice. The goal of care is to initiate. manage and evaluate the resources needed to promote the clients optimal level of well-being and function. Nursing activities necessary to achieve this goal may warrant preventive maintenance and restorative emphases to prevent potential problems from developing. Many project program were suggested home health care model for Korea's health care system and policy direction for expansion and establishment of home health care .But the aim of this paper is to provide on overview for theoretical frame work in home health care. Theories and conceptual frameworks or models are important nursing because they define and guide the boundaries of professional practice and identify key nurse-patient-caregiver relationships that emerge with caring. Following is the research with an investigation of the literature review in the University of Arizona international medline database, In conclusion, are as followers: First, many nursing theorists have had a tremendous impact on nursing practice. the following highlights those nursing theorists that are particularly helpful in understanding home health care. 1. Florence Nightingale : Our earliest theoretical legacy. Nightingale's believes are reflected in basic infection control practice such as hand washing and infectious waste disposal and are key nursing interventions in home care. 2. Martha Roger's :Science of unitary human beings theory. Rorger's believed that the focus of shared. non invasive healing modelities is the human environmental field rather than direct physical care. These modelities continue to evolve as our awareness (reflecting greater diversity, faster rhythms, motions, and ways of knowing) transcends time and space, allowing individuals to get in touch with their integral nature of unbroken wholeness. On people as ever changing energy fields have special relevance in home care especially with hospice and palliative care applications. 3. Madeline Leininger's; Transcultural nursing theory. Home care nurses move through a variety of communities and often care for patients from different cultural back grounds. Therefore Leininger's work has a good that with home care because home care nursing practice is very culturally focused. 4. Dorothea Orem's : Self care deficit theory. Orem's theory views care as something to be performed by both nurses and patients. The role of the nurse is to provide education and support that help patients acquire the necessary activities to perform self-care. Orem's theory is foundational to have care because it begins to truly acknowledge the role of the patient in managing his or her own health. which is referred to as self-care. 5. Margaret Neuman's; Health as expending consciousness theory. Neuman believes that health compasses disease and reflects an underlying pattern of person-environment interaction. A key application of 'Neuman's work to home care is for nurses to understand that health and illness do not necessarily exist at opposite ends of a continuum. 6. Jean Watson's: Theory of human caring. Watson's theory of human caring in nursing proposes human caring as the moral ideal of nursing. Nurses participate human caring to protect, enhance and preserve humanity by assisting individuals to fing meaning in illness. pain and existence and to help others gain self knowledge. self control. and self healing such thinking lends richness to theory development. as well as clinical practice in home care. Second, Robin Rice : Dynamic self determination for self care. (A theoretical framework for home care) Dynamical self determination for self care can be useful to home care nurses in a variety of ways. As research tool it can be reflected in the interview process when the home visit. The home care nurse's role is that of facilitator of patient self-determination for self care through numerous strategies. including patient education and case management.

• 지능정보연구
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• 제16권4호
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• pp.147-157
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• 2010

아이폰의 등장과 함께 스마트 폰에 대한 관심이 높아지고, 통신사업자를 통해야만 가능했던 다양한 서비스가 스마트 폰을 통해서 직접 제공할 수 있는 환경이 가능해졌다. 전세계적으로 해외 관광객이 증가하면서 관광가이드 없이 자신의 노력으로 여행을 다니는 개인관광객도 증가하고 있다. 그러나 우리나라를 방문하는 외국인들이 개인적으로 여행을 즐기기에는 언어소통이나 제공되는 정보의 부족으로 어려움을 느끼고 있다. 본 연구에서는 스마트 폰이 탑재하고 있는 GPS와 WiFi 또는 3G 무선망을 통해서 사전에 설정된 관광 정보 카테고리에 따라서 관광객의 위치에 따른 관련 정보를 자동으로 제공함으로써 관광객의 편의성을 높이는 서비스 기술을 개발하였다. 개발된 서비스는 인사동을 대상으로 시험하였으며, 사용자의 선택과 같은 불편함 없이 주변정보를 제공함으로써 관광에 대한 편의성을 최대한 높였다.

• 한국조경학회지
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• 제49권3호
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• pp.1-10
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• 2021

본 연구는 탐방객이 자유롭게 서술한 블로그 텍스트 데이터를 자연어 처리 기술 중 하나인 감성분석을 활용하여 북한산둘레길의 선호도를 평가하고, 선호 요인과 비선호 요인을 도출하는 것을 목적으로 하였다. 이에 2019년 1년 동안 작성된 블로그를 수집하고 21개 둘레길 구간별 텍스트에 나타난 긍정 및 부정 감성 단어 도출을 통해 감성점수를 산출하였다. 이후 내용분석을 통해 탐방객이 어떤 요소로 인해 구간을 선호하거나 선호하지 않는지 파악하였다. 북한산둘레길에 대해 작성된 블로그에서는 긍정적인 단어가 평균적으로 약 73% 출현하고 있었고, 각 구간별 게시물의 감성 극성 비율에서도 긍정적인 문서의 비율이 부정적인 문서의 비율보다 높았다. 이를 통해 탐방객은 북한산둘레길에 대하여 대체로 긍정적으로 인식하고 있는 것으로 나타났다. 그럼에도 감성점수를 도출한 결과, 21개 둘레길 구간에서는 선호하는 구간과 선호하지 않는 구간이 존재하고 있었다. 선호 구간과 비선호 구간에 대해 탐방객은 난이도가 낮고 부담 없이 걸을 수 있는 구간을 선호하고 있었고, 경관에 대한 여러 요소(시각, 청각, 후각 등)가 조화롭고 계절감이 뚜렷해 다양한 경관이 연출되는 곳, 경관 시퀀스의 변화가 존재하는 구간을 선호하는 것으로 나타났다. 또한 탐방객은 전망대, 조망점 등의 뷰포인트 유무를 둘레길에서의 주요 요소로 인식하고 있었고, 접근성이 우수하고 안내판 등 정보 제공이 원활하게 이뤄지는 구간에 대해 선호도가 더 높은 것을 알 수 있다. 반면, 도로와 인접함에 따라 발생되는 주변 소음과 과도한 시가지 비율, 구간별 난이도 불균형 등으로 인한 둘레길 동선 불만족이 비선호 요인으로 크게 작용하고 있었으며, 경관 단절 및 구간에 대한 정보 부족 등이 선호도를 떨어트리는 원인으로 나타났다. 본 연구의 결과는 국립공원뿐만 아니라 근교 산림 녹지 관리에 있어서 둘레길 정비 및 개선방안 마련에 활용될 수 있으며, 연구에 활용된 감성분석은 자연지역에 대한 실제 이용자들의 반응을 지속적으로 모니터링 할 수 있다는 점에 의의가 있다. 다만 사전에 정의된 감성사전을 기반으로 평가하였기에 지속적인 사전 업데이트가 필요하다. 또한 소셜미디어 특성상 부정적인 견해보다는 긍정적인 내용을 공유하는 경향이 존재하기 때문에, 현장 설문조사 등의 분석 결과와 비교, 검토하는 작업이 필요하다.