• 가정간호학회지
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• 제5권
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• pp.84-99
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• 1998

The objectives of this study are to identify the actual educational contents of management for head nurse and to propose the educational subjects according to identity the needs of head, charge, and staff nurses. The subjects were investigated the actual Management Development Programs and educational needs of head nurses and prospective nurse manager(charge nurse, staff nurse with a lot of clinical experiences) in general hospitals. The tools were composed of two questionnaires: One was developed from the literature review for making items to measure actual situation. The other was revised Katz's model for measurement of educational needs. The first respondents of actual situation were 27 general hospitals with over 400 beds in Seoul and the second respondents were 89 head nurses, 67 charge nurses and 136 nurses at 3 hospitals by convenient sampling out of 27 general hospitals. Data were collected by telephone interview, mail questionnaire and visiting from 7th of October through 30th of November in 1997. In data analysis, general characteristics of the respondents and actual status of Management Development Programs were analyzed by frequency and percentage. Educational needs according to general characteristics were analyzed by ANOVA The results were as follows: 1. Actual situation of Management Development Program 1) Seven hospitals(26%) had Management Development Program for prospective managers and 14 hospitals (52%) for head nurses. 2) Education Department existed in 14 hospitals (52%). 3) One hospital(4%) had top level managers took part in the Management Development. 4) Two hospitals selected head nurse, who had finished courses of Management Development. Eight hospitals(30%) assessed educational needs. The assessment tools consisted of making a question via questionnaire(75%), determining at department meeting(12%) and interview(13%). 5) Educational programs had 3 types: 10 lecture type, 7 discussion type and 4 role play type programs. 6) One hospital evaluated the change of learner's attitude. 7) Four hospitals scored educational point, but that was measured only by attending. 8) Actual Management Development Programs were as follows. parenthesis indicates the number of hospitals. (1) Management Development Programs for Prospective manager. Role perception of Middle level Manager (1) . Role reconstruction of Nurse Manager (1). Workshop for Charge Nurse (1). Nursing Delivery System and Nursing Process (1). Communication (1). Motivation (1) (2) Management Development Programs for Head nurse.. Head nurse's Role (5). Administrative Work (7). Service Education (4). Prevention and Countermeasure of Nursing Incidence (3). Appraisal (3) 2. The results of needs on Management Development subject 1) The educational needs of all respondents on 3 skill domains showed positive agreement to strongly positive agreement. 2) High priority(more than 4.5) items were 12 of 24 Human skill items(50%), 1 of 6 Technical skill items(16%), and 2 of 13 Conceptual skill items (15%). 3) Out of high priority items, 8 items were instituted. 4) All respondents showed high needs on 3 skill domains regardless of 3 positions (head nurse, charge nurse, and nurse). Educational needs of Human skill domain, according to position were 108. S, 108.7, 106.8 (mean score = 72) , needs of Technical skill domain were 26.5, 26.6, 26.I(mean score=18), and needs of Conceptual skill domains were 56.9,56.7, 55.1(mean score=39). 5) Needs of 3 skill domains according to clinical career showed significant difference. Out of respondents, nurses with career of over 16years showed lowest degree of needs in Human skill domains(F=4.47, P=.004) and Conceptual skill domain(F=2.93, P=.034). 6) Educational needs according to educational background were not significant difference. But out of respondents, nurses educated at 3-year junior college relatively showed lowest needs in all of the 3 skill domains. With the above-mentioned findings, further study is necessary for generalization of this study at hospitals with different bed size and location. Also it is needed to study about management skill of nurse and charge nurse, and effective educational method.

• 대한간호학회지
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• 제3권2호
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• pp.31-43
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• 1973

The trend in modern nursing is toward the performance of comprehensive nursing care. Psychiatric nursing emphasizes education which enables the nurse to understand the underlying difficulties being expressed through a wide range of emotions and through practice to be more adept in her selection of a manner of approach which best meets the needs of a given situation. Presently, in Korea, there is nothing in the literature regarding evaluation of the effect of psychiatric nursing education on the attitudes of nurses towards mental illness and mentally ill patients. This stud!1 was attempted in order to understand 1) some of the problems in psychiatric nursing education 2) some of tile factors which affect the attitudes of nurses towards mental illness and mental patients. A questionnaire, a Korean translation of the "Opinions about Mental illness Scale" by Cohen and Stranding, 1962, was administered to 188 nonpsychiatric registered nurses employed in Yonsei University Hospital (Y. Hospital) and Seoul National University Hospital (S. Hospital) located in the city of Seoul. All of the nurses were directly involved with adult patient care. They graduated from various nursing schools. The data was collected during the period of October 2 to October 16,1972. The age, educational background , marital status, type of previous psychiatric experience, experience as a graduate nurse and close personal relationship with someone who was a psychiatric patient were compared with the O.M.I. scores. The mean and standard errors for each of the comparison groups were computed and tile relationships calculated by a t-test. The results of the study are summarized as follow: 1. There is no significant difference between the age of the nurses and their attitudes toward mental illness and mental patients. 2. There is no significant difference between the. educational backgrounds of the nurses and their attitudes toward mental illness and mental patients. 3. There is a significant difference in the nurses ′student psychiatric nursing experience and their attitudes towards mental illness and mental patients for the nurses in 5. Hospital only. The nurses who had 3-4 week of student psychiatric nursing experience had a significantly higher mean score for Benevolence (factor B) than nurses whose student psychiatric experience had been less than 1 Ivcek (P<0.05). The nurses who had 1-2 weeks, 3-4 weeks and more than 4 weeks of student psychiatric nursing experience had significantly higher mean scores for Interpersonal Ethology (factor E) than nurses whose student psychiatric had been less than 1 week (p<0.05), 4. There is a significant difference in the nurses′student psychiatric nursing experience by types of institution and their attitudes towards mental illness and mental patients for S. Hospital nurses only. The nurses who had their student psychiatric nursing experience in the government psychiatric hospitals recorded significantly higher mean score for Authoritarianism (factor A) than nurses who had their. experience in private psychiatric hospitals (p<0.05). 5. There is no significant difference in the nurses′psychiatric nursing experience as a graduate nurse and their attitudes toward mental illness and mental patients. 6. There is no significant difference in the nature and variety of the nurses′experience as a graduate nurse and their attitude toward mental illness and mental patients. 7. There is no significant difference in the presence or absence of a close personal relationship with a mentally ill person and the nurses′attitude toward mental illness and mental patients. 8. There is no significant difference in the nurses′ marital status and their attitude toward mental illness and mental patients. 9. There is no significant difference between the nurses who were employed ill S. and Y. hospitals and their attitudes towards mental illness and mental patients. Major suggestion for further study was to have more larger and wider scale research for establishing of the reliability and validity of the Korean translation of the O.H.I. Scale.

• 미술자료
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• 제104권
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• pp.40-69
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• 2023

본고는 조형적으로 일반 그릇과 차별화되는 청자 주기의 형태에 주목하여 왕실 연례 문화와의 관계를 조명하고 조형적 상징성과 시기별 조합의 변화를 살펴보았다. 『고려사(高麗史)』 세가(世家)에서 확인되는 국왕의 재위별, 연례의 유형별 설행 횟수와 설행 목적을 통해서 청자 주기와의 관련성을 살펴보았다. 왕실 연례는 군신(君臣) 간의 위계질서를 확립하고 유대감을 구축하는 왕권 강화의 수단이자 왕의 업적과 성덕을 찬양하여 국왕의 권위와 능력을 보여 주는 통치 행위이기도 하였다. 왕실 연례의 설행 횟수는 실제 왕권 강화를 시도했던 예종대(1105~1122), 의종대(1146~1170), 충렬왕대(1274~1308), 공민왕대(1351~1374)에 늘어나는 상황을 볼 수 있었다. 왕실 연례의 설행이 급증하고 연례 문화가 바뀌는 예종대와 충렬왕대를 기점으로 청자 주기의 기종 및 조형이 변화하는 상황에 주목하였다. 연례에서 국왕과 신하는 다양한 음주 행위를 통해서 국왕의 장수를 기원하거나 태평한 시절을 찬미하였기 때문에 술을 담고 따르는 주기의 조형은 시각적 상징성이 강조될 수밖에 없다. 연례에서 음주 방법은 국왕이 신하에게 또는 신하가 국왕에게 직접 술을 따르기 때문에 주자와 잔의 조형은 참석자들에게 시각적으로 큰 효과가 있었다. 따라서 12세기에 신선, 난(鸞), 귀룡, 어룡, 호로병 등의 도교적 소재나 황촉규와 같은 유교적 소재가 청자 주자와 잔으로 조형화되는 현상은 국왕에 대한 송축(頌祝)과 충성, 불로장생을 기원하는 연례의 목적이 시각화된 것으로 볼 수 있다. 특히 연례에서 부르는 헌선도(獻仙桃)나 환궁악(還宮樂)의 내용이 청자 주기의 조형과 일치하는 점이 주목되었다. 연례에서 사용하는 당악(唐樂)의 가사는 국왕의 불로(不老), 난로(難老), 장생(長生)을 기원하고 왕업의 번창과 태평성대의 모습을 표현하였다. 이러한 가사 내용이 국립중앙박물관 소장 <청자 인물형 주자>나 시카고미술관 소장 <청자 승난인물형 주자> 등의 조형에 반영되었다. 주기의 조형에 연례 문화의 일면이 시각화된 사례는 고려청자에서만 볼 수 있는 특징이다. 주기의 조합은 연례의 분위기나 술의 종류에 따라서 시기별로 변화를 보인다. 고려가 몽골제국으로 편입된 이후에 새로운 술이 유입되고 연례 문화가 변화하면서 주기의 용도와 조합에 큰 변화가 있었다. 충렬왕대부터 원 황실의 영향으로 왕과 공주가 함께 연례를 개최하거나 몽고식 연회인 보르차연[孛兒扎宴]이 열리고 몽고 여인들이 쓰는 고고관(姑姑冠)을 쓰고 연회를 여는 변화를 볼 수 있다. 충렬왕대에 연례 문화가 변하기도 하지만 설행 횟수가 132회로 급증하는 것은 원 황실 공주와의 혼인으로 인한 왕권 강화의 측면도 있다. 급증한 연례에서 이전에는 없었던 포도주, 동락(湩酪), 소주 등의 새로운 술과 함께 고족배(高足杯), 옥호춘병, 이(匜), 용두잔 등 신기종의 청자 주기가 등장하였다. 새롭게 나타난 청자 주기는 모두 원 황실이나 몽골제국의 일원인 칸국에서 사용된 금속기 등을 모본으로 하여 제작된 것이다. 고려 후기에 청자 주기의 변화는 기존 연구보다 시야를 확대하여 유라시아 일대에 위치했던 칸국들의 잔치 모습이나 주기와 비교하여 좀 더 구체적인 접근을 시도하였다. 이전에 없었던 고족배, 이, 용두잔, 옥호춘병 등 새로운 형태의 주기가 유입되었고 이러한 흐름에 맞춰서 청자 주기의 조합과 용도도 자연스럽게 변화하는 상황을 볼 수 있었다. 이러한 새로운 양식의 청자 주기는 공간적, 지리적으로 연결될 것 같지 않은 고려와 몽골제국의 칸국을 연결시키는 매개체 역할을 하였다. 본고는 청자 주기와 왕실 연례 문화와의 관련성을 조명하였지만 이는 고려청자의 용례를 연구하는 시작에 불과할 뿐이다. 앞으로 좀 더 다양하고 폭넓은 관점에서 청자의 사용처와 사용례를 밝히는 연구가 더 많이 진행되기를 기대한다.