• Korean Journal of Health Education and Promotion
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• v.20 no.4
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• pp.79-93
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• 2003

Childhood injuries are the primary cause of death and disability among children aged 5 to 14. Consistent practice of learned safety behaviors can reduce the occurrence of severe injuries among children. However, safety behavior concern is low among Korean-American children specifically and American children, in general. The objective of the study is to evaluate the impact of an unintentional injury prevention curriculum, Risk Watch among Korean-American children. A quasi-experimental design with a nonequivalent control group was used for the designed of the study. Two intervention and two control Korean schools in Atlanta participated in this study. The intervention consisted of weekly lessons in traffic, bicycle, pedestrian, and fire safety. One hundred and two students completed a pre-test and a post-test. The main outcomes were safety behaviors (seat belt use or helmet use), behavioral intentions, and safety knowledge. Analysis of covariance was used for the statistical analyses. Strong intervention effects were found for increasing knowledge of all safety topics in the intervention group. Additionally, statistically significant intervention effects were detected for increasing seat belt and helmet use, as well as behavioral intentions of wearing a seat belt and wearing a helmet, among pre-kindergarten and kindergarten students. For students in grades 1 and 2, intervention effects were found for increasing helmet use. Among students in grades 3 to 8, the intervention group showed statistically significant increases for seat belt use. Limitations of the study and recommendations for modifying and supporting unintentional injury prevention programs for school children are discussed.

• Korean Journal of Health Education and Promotion
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• v.27 no.1
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• pp.49-60
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• 2010

Objectives: The purpose was to evaluate the effectiveness of participatory road safety education program for the lower grade in elementary schools. This program was developed based on the Activated Health Education model. Methods: Study design was compromise experimental group pre-post design. 456 students in 8 schools were nonrandomly assigned to study group(n=224) or control(n=232). The students finished self-administered questionnaire before and after education. Collected data was analyzed by using the SPSS. Results: 1. The common relevant factors in road safety knowledge and attitude were 'residential state' and 'experience of traffic accident'. 2. The knowledge showed that the case and control scored at 6.48 and 6.41 points before. After this intervention, the case and control scored at 8.38 and 6.51. The difference of the case was significant(p<0.001). 3. The attitude showed that the case and control scored at 19.67 and 19.63 before. After this, the case and control scored at 19.86 and 19.63. The difference of the case was significant(p<0.05). Conclusion: In order to implement the road safety education, children's socio-demographic characteristics were considered. Because this education was effective in both improving knowledge and attitude and bringing interest, various participatory program will be applied in road safety education for children.

• Journal of the Korean Home Economics Association
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• v.45 no.2
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• pp.33-50
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• 2007

This study aimed to improve mothers' knowledge, attitude, and practice of home safety. The study subjects were 146 mothers who were randomly assigned to either the intervention or control group. The intervention group received a Home Safety program at a childcare center for 90 minutes once a week for 5 sessions, while the control group received no treatment. The scores of the mothers in the intervention group were significantly increased compared to those in the control group after the five-week program. The mothers' safety practice lasted for at least two weeks after the termination of this program.

• Journal of the Korean Society of Safety
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• v.28 no.5
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• pp.66-70
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• 2013

This study examined the relative effects of education and eco-IVIS(in-vehicle information system) to reduce fuel consumption and greenhouse gas emissions. Also the study investigated the increasing of driving workload when drivers interact with intervention technique. Thirty participants randomly assigned into two groups(training and eco-IVIS) and conducted driving before and after the each intervention technique. While driving, we observed three driving behaviors: Frequency of excessive RPM, percent of speeding, and mean fuel efficiency. Also the Driver Activity Load Index was used to rate participants' subjective ratings of driving workload. Although the results showed positive impact of both education and eco-IVIS to increasing the eco-driving behaviors, eco-IVIS was more effective than education. However, we found comparable level of driving workload in the education and eco-IVIS.

• Journal of Korean Academy of Rural Health Nursing
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• v.17 no.2
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• pp.50-58
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• 2022

Purpose: The purpose of this study was to identify the effects of storytelling-based disaster and safety education programs for the elderly living in rural communities. Methods: The participants were a total of 58 elderly people, 29 in the control group and 29 in the experimental group living in the rural areas. Disaster response knowledge, attitude toward disaster, and disaster and safety practice were measured in both groups after the intervention. The program consisted of 4 weeks. The data were analyzed by x² test and independent t-test with SPSS/WIN 21.0. Results: The experimental group who participated in the storytelling-based disaster and safety education program showed a significant increase in disaster response knowledge, and disaster and safety practice scores compared to the control group. Conclusion: It was found that the storytelling-based disaster and safety education programs were effective in increasing disaster response knowledge, and disaster and safety practice. We hope that the storytelling-based disaster and safety education programs can be used in the elderly nursing curriculum in the future, and we suggest it should be applied as a nursing intervention.

• International journal of advanced smart convergence
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• v.10 no.4
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• pp.233-240
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• 2021

The purpose of this study was to provide a 360-degree video on intensive care unit admission guidance to family members admitted to the intensive care unit, and then to identify anxiety, safety perception, and satisfaction. This study was a single-group pre-post design, and the data collection period was from October 1, 2020 to August 30, 2021. The subjects of this study were 19 people who applied 360 degree hospitalization guide video. For data analysis, SPSS WIN 24.0 program was used, and real number, percentage, mean, standard deviation, minimum value, maximum value, and Wilcoxon signed rank test were used. The subjects' anxiety before intervention was an average score of 6.21±2.30 and the anxiety after intervention was an average score of 3.95±2.46, which was statistically significant (z=4.13, p<.001). The safety consciousness of the subjects before the intervention was an average of 4.08±0.39 and the safety consciousness after the intervention was an average of 4.54±0.48, which was statistically significant (z=5.00, p=.001). The highest level of satisfaction with the 360-degree hospitalization guidance image of the subjects was 4.58±0.51 and the lowest was 4.16±0.96. In this study, when 360-degree hospitalization guide video was applied, there was a difference in anxiety and safety perception, and satisfaction was high. Based on the research results, various programs for guardian education can be developed and utilized in the future.

• The Journal of Korean Academy of Sensory Integration
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• v.12 no.1
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• pp.13-23
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• 2014

Objective : This study was to perform the education of the ASI$^{(R)}$ intervention for six occupational therapists and to know the delivery of ASI$^{(R)}$ core principle through a self-assessment, a peer-assessment, an expert-assessment. Methods : The study performed from November 2013 to June 2014 for six occupational therapists without completion of the education of ASI$^{(R)}$ intervention. The participants were educated about the ASI$^{(R)}$ intervention during 8 weeks and took and assessed films before and after education. The assessment was the self-assessment, the peer-assessment, the expert-assessment and the data of assessment was analyzed by Mann-Whitney and ICC. Results : The result of process factors before and after education according to methods of assessment, the self-assessment was significant in 'self-regulation,' 'collaboration,' 'ensures success,' 'play,' 'alliance,' and 'total item'. The peer-assessment was significant in all item exception 'safety'. The expert-assessment was significant in all items exception 'sensory opportunities'. The results of self-assessment and expert-assessment before and after the education of ASI$^{(R)}$ intervention were significant in 'safety'. Conclusion : The results of this study provide to need the education of ASI$^{(R)}$ intervention for accuracy sensory integrative intervention. The occupational therapists need to check the style of intervention.

• Journal of the Korean Society of School Health
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• v.8 no.1
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• pp.143-154
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• 1995

Korea has been recently reducing the quality of life as well as rising medical cost because of the increase of chronic diseases. But we can prevent those chronic diseases through the improvement of environment or life style. We evaluated the educational effectiveness of chronic diseases(hypertention, diabetes, cancer, stroke and other chronic diseases) designed to increase the knowledge, attitude and practice of chronic diseases among university students. Between August 1994 and November 1994, we implemented chronic diseases prevention instruction in intervention students; unmatched control students were selected in same university. We conducted pre- and post-intervention surveys both intervention and control students with self-reported questionnaires(50 items). We assigned score(0-4 points) to items and conducted a analysis of covariance(ANCOVA) with sex, grade and economic status as the covariate, using the SAS PC computer statistical package. And we culculated odds ratio with safety scores between intervention and control students. The results of this study were followed. 1. In demographic characteristics of subjects both pre- and post intervention, we found no significant differences in intervention and control students at religion, father's education, mother's education, mother's occupation and type of residence(p>0.05), but we found significant differences at sex(p<0.001), grade(p<0.001) and economic status(p<0.05). 2. The sex, grade and economic status-adjusted mean prevention knowledge scores for diabetes and stroke increased from the pre- to post-survey in the intervention students(p<0.001), but control students did not increased(p>0.05). As odds ratios in knowledge were below 1, the knowledge of intervention students were higher than control students. 3. The attitudes for general adult health increased from the pre- to post-survey in the intervention students(p<0.05), but control students did not increased(p>0.05). As odds ratios in attitudes were approximately 1, we can not say effectiveness in intervention students 4. The pratices for cancer and stroke increased from the pre- to post-survey in both the intervention and control students(p<0.001). Also odds ratio of hypertention was 0.91, and that of stroke was 1.14. 5. Health related behaviors did not increased from the pre- to post- survey in both the intervention and control students(p>0.05). But odds ratio of drinking was 0.76 and that of body weight was 1.21. 6. Health status did not increased from the pre- to post- survey in both the intervention and control students(p>0.05). As odds ratio of health status was 1.09, prevention education was not effect in intervention students We would like to recommend as follows; 1. University students must learn about prevention of chronic diseases. Because the knowledge of invetervention students was higher than that of control students. 2. The prevention education of chronic diseases should be taught from primary school. 3. Adult health education for university students must be practiced continuously. Education period(l5 weeks) in this study was not complete. 4. The evaluation of chronic diseases was conducted real measurement(such as BP check) as well as self reported-survey. 5. Educational materials(video tape, pamphlet) related the prevention of chronic diseases should be developed at national level. And we must easely use those materials. 6. The prevention education of chronic diseases should be made through mass media as well as school education.

• Quality Improvement in Health Care
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• v.30 no.1
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• pp.88-104
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• 2024

Purpose: This study explored the suitability of interventions for medication interruption and intervention preferences. Methods: Two rounds of Delphi surveys were conducted with 18 expert panels comprising staff (or charge) nurses, nursing managers, and Quality Improvement (QI) team nurses working in a tertiary general hospital. For 47 situations involving the location of interruption, medication step, and source of interruption, the suitability of three interventions (no-interruption zone, medication safety vest, and education) was evaluated using a 5-point scale. Results: A total of 51 interventions for each situation were found appropriate by satisfying the degree of convergence and consensus. Patients or caregivers, peer nurses, doctors, telephones, and call bells were sources of interruption and were identified as appropriate for the application of interventions. 'Responding to requests and inquiries' by patients or caregivers showed high overall suitability. The nurses' preferred color for the intervention design (no-interruption zone, medication safety vest) is blue text on a yellow background. The priority groups for education related to medication interruptions were patients or caregivers, nurses, and non-nursing staff, in that order. Conclusion: Effective implementation of tailored intervention strategies that consider the specific characteristics of medication interruptions is crucial for mitigating interruptions and enhancing patient safety. Comprehensive educational programs aimed at reducing medication interruptions by improving awareness are necessary. Moreover, future research should evaluate these strategies in clinical settings to ensure their effectiveness in enhancing patient safety.

• Journal of Radiation Protection and Research
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• v.45 no.3
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• pp.108-116
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• 2020

Background: This foundational study on educational interventions aimed to analyze the changes in awareness, knowledge, and attitudes of young learners after they received objective information on safety management. Materials and Methods: Educational sessions on nuclear power and radiation safety were delivered to 4,934 Korean elementary, middle, and high school students in two separate sessions conducted in 2016 and 2017. The effects of these interventions were subsequently analyzed. Results and Discussion: Learner attitudes toward safety were found to be the predominant variables affecting the post-intervention risk (safety) awareness of nuclear power generation. Conclusion: The safety awareness of future generations will significantly influence policy decisions on nuclear power generation. Hence, the design of educational interventions on this subject must match variables suited to learner levels.