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한국어판 HIV 감염인의 건강관리 자기효능감 도구의 타당도와 신뢰도 (Psychometric Properties of the Korean Version of Self-Efficacy for HIV Disease Management Skills)

  • 김광숙;김라영;심미소;백서영;김남희;박민경;이영진
    • 대한간호학회지
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    • 제53권3호
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    • pp.295-308
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    • 2023
  • Purpose: This study evaluated the validity and reliability of Shively and colleagues' self-efficacy for HIV disease management skills (HIV-SE) among Korean participants. Methods: The original HIV-SE questionnaire, comprising 34 items, was translated into Korean using a translation and back-translation process. To enhance clarity and eliminate redundancy, the author and expert committee engaged in multiple discussions and integrated two items with similar meanings into a single item. Further, four HIV nurse experts tested content validity. Survey data were collected from 227 individuals diagnosed with HIV from five Korean hospitals. Construct validity was verified through confirmatory factor analysis. Criterion validity was evaluated using Pearson's correlation coefficients with the new general self-efficacy scale. Internal consistency reliability and test-retest were examined for reliability. Results: The Korean version of HIV-SE (K-HIV-SE) comprises 33 items across six domains: "managing depression/mood," "managing medications," "managing symptoms," "communicating with a healthcare provider," "getting support/help," and "managing fatigue." The fitness of the modified model was acceptable (minimum value of the discrepancy function/degree of freedom = 2.49, root mean square error of approximation = .08, goodness-of-fit index = .76, adjusted goodness-of-fit index = .71, Tucker-Lewis index = .84, and comparative fit index = .86). The internal consistency reliability (Cronbach's α = .91) and test-retest reliability (intraclass correlation coefficient = .73) were good. The criterion validity of the K-HIV-SE was .59 (p < .001). Conclusion: This study suggests that the K-HIV-SE is useful for efficiently assessing self-efficacy for HIV disease management.

일개 도농복합시 영유아 예방접종 수첩의 정확도 평가 (Evaluation on the Accuracy of Vaccination Card for National Immunization Program in a 2005 Population-Based Survey in Nonsan, Korea)

  • 이무식;김지희;김광환;홍지영;이진용;김건엽
    • 농촌의학ㆍ지역보건
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    • 제36권2호
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    • pp.113-119
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    • 2011
  • 목적 : 이 연구는 국가예방접종률 산출 및 조사방법론 개발을 위한 기반을 조성하기 위하여 예방접종률 파악을 위한 자료원 중 영유아 예방접종 수첩기록의 정확도를 평가하기 위하여 수행되었다. 대상 및 방법 : 연구대상은 2005년 1월 31일을 기준으로 충청남도 논산시에 주민등록상 거주하는 생후 12-35개월 영유아 전체로 하였다. 연구대상자가 거주하는 가구를 2005년 2-4월까지 방문하여 보호자의 동의를 얻어 예방접종 수첩기록을 조사하였다. 예방접종 수첩기록의 정확도를 평가하기 위하여 2005년 5-7월까지 예방접종을 시행한 의료기관 및 보건소의 접종관련 기록을 확보하여 예방접종 접종 여부 및 접종 일자의 기록 일치 여부를 확인하였다. 비교 대상 예방접종은 결핵(BCG), B형간염, 디프테리아/파상풍/백일해 (DTaP), 홍역/유행성이하선염/풍진(MMR), 폴리오, 일본뇌염, 수두, 인플루엔자, B형 헤모필루스 인플루엔자 뇌수막염(Hib), A형간염, 폐구균으로 총 11종을 대상으로 하였다. 결과 : 예방접종 수첩의 예방접종 여부 및 접종 일시 기록의 정확도는 BCG는 69.5% 및 80.1%였으며, B형 간염은 1차 41.3% 및 89.7%, 2차 76.6% 및 82.1%, 3차 79.7% 및 79.0%였으며, DTaP는 1차 79.9% 및 87.5%, 2차 80.8% 및 87.3%, 3차 82.5% 및 85.1%, 4차 79.9% 및 83.5%였으며, 폴리오는 1차 79.5% 및 88.1%, 2차 79.8% 및 86.2%, 3차 82.1% 및 84.8%였으며, MMR은 83.2% 및 84.0%였으며, 일본뇌염 1차는 80.7% 및 83.1%였으며, 수두는 74.9% 및 83.7%였으며, 인플루엔자는 74.1% 및 55.3%였으며, Hib 1차는 72.7% 및 90.7%였으며, A형 간염 1차는 79.5% 및 88.4%였으며, 폐렴구균 1차는 73.2% 및 90.3%로 나타났다. 결론 : 여러 가지 연구의 제한점에도 불구하고, 예방접종 수첩의 상당한 수준의 신뢰도를 확인하였으나 수첩의 예방접종력 정확도 및 타당도에 대한 추가 연구가 필요할 것으로 판단된다.

간호교육 철학정립 및 교육과정 개발을 위한 기초조사 (A Preliminary Study on Setting Philosophy and Curriculum Development in Nursing Education)

  • 정연강;김윤회;양광희;한경자;한상임
    • 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.

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지역사회 말기질환자 가족 부담감에 관한 연구 (A Study of Family Caregiver's Burden for the Terminally III Patients)

  • 한성숙;노유자;양수;유양숙;김석일;황희경
    • 가정간호학회지
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    • 제10권1호
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    • pp.58-72
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    • 2003
  • The purpose of this study was to describe the perceived burden of the terminally III patients's caregiver and to analyze relationship between the perceived burden and the various demographics, illness characteristics, family relationships, and economic factor of the family & patients. The sample of 132 caregivers who care for the terminally III patients Kyung-Gi province, Seoul, Korea. The period of this study was from August to September, 2002. The perceived burden of the family caregiver was measured by the burden scale(20 items, 4 point scale) developed by Montgomery et al. (1985). The Data was analyzed using SAS-program by t-test and ANOVA. The results were as follows; 1. The mean of the family caregiver's burden score was 3.02. The score showed that caregivers perceive severe the level of burden. The hight items of the family caregiver's burden were' I feel it is painful to watch patient's diseases'(3.77). 'I feel afraid for what the future holds for my patients'(3.66), 'I feel it reduced to amount of privacy time'(3.64). 2. The caregiver's burden was significantly related to patient's gender(F=3.17, p= 0.0020), patient's job(F=2.49, p=0.0476), caregiver's age(F=4.29, p=0.0030), and caregiver's job(F=2.49, p=0.0476). 3. The caregiver's burden according to illness characteristics showed no significant difference. 4. The caregiver's burden was significantly associated with patient's family relationship (F=4.05, p=0.0041), patient's care mean period in a day(F=47.18,

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사회적경제 조직의 지역사회 돌봄 네트워킹 가능성에 대한 비판적 고찰: 서울시 광진구 노인돌봄 클러스터 사례연구 (A Case Study on the Community-based Elderly Care Services Provided by the Social Economy Network in Gwangjin-Gu, Seoul)

  • 김형용;한은영
    • 한국노년학
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    • 제38권4호
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    • pp.1057-1081
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    • 2018
  • 본 연구는 서울시 광진구에 소재한 사회적경제의 노인돌봄 클러스터를 사례로 지역사회 네트워크 역량을 분석하였다. 이는 지역사회기반 노인돌봄 서비스의 공급주체로서 사회적경제의 활동과 한계점을 탐색하기 위함이다. 분석의 틀은 OECD 지역경제와 고용프로그램에서 도출된 지역사회 네트워크 역량기준을 사용하였으며, 연구결과는 다음과 같다. 첫째, 사회적경제 조직들은 지역사회 정체성에 편차가 크고, 지역사회 공익을 위한 가치상품을 생산하기에 내부역량이 부족하며, 종사자 노동에 대한 우선적 고려로 인하여 새로운 투자가 어려웠다. 그 결과 사회적경제의 지역사회 네트워크는 외부자원에 의존하는 한계를 보였다. 둘째, 사회적경제의 지역사회기반 서비스는 이용자가 사회적경제의 소비자가 아닌 환경에서 공급자들 간의 협력 상품에 한정되었고, 사회적경제의 생산-소비의 관계적 특성은 공급자 네트워크만으로는 형성되기 어려웠다. 셋째, 지역사회기반 노인돌봄의 조건과 주민욕구에 부합하는 좋은 서비스가 만나기 위해서는 지역사회 개발 접근이 동시에 요구되었으나 지역주민과 사회적경제가 만나는 마을공간의 창출은 사회적경제의 역량을 넘어서는 것이었다. 넷째, 서비스 구매지원과 같은 공공의 서비스 직접 지원은 공공경제와 사회적경제의 구분을 더욱 모호하게 함으로써 오히려 사회적경제의 생태계를 악화시키는 위험성을 지녔으며, 이 경우 지역사회 돌봄 주체로서 사회적경제는 좀 더 신뢰받는 서비스 공급자에 지나지 않았다. 결국 지역사회기반 돌봄서비스가 창출되기 위해서는 사회적경제와 주민이 만나는 플랫폼에 대한 공공 투자가 우선이다. 신뢰와 호혜성이 없는 공간에서는 사회적경제의 장점이 발현되기 어렵기 때문에 사회적경제가 주민들과 소통하고 착한 공급과 소비를 유도할 수 있게 하는 지역사회개발 접근이 필요하다.