• Korean Journal of Community Nutrition
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• v.11 no.1
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• pp.143-151
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• 2006

Regular exercise training improves body composition, blood lipid profiles and exercise adaptation. This study was conducted to investigate the effect of exercise training at different times of day on body composition, blood lipids, stress hormones and nutrient intakes. Twenty four male graduate students carried out this experiment. The subjects were divided into three groups; morning exercise group, evening exercise group and control group. Two exercise groups performed running and muscular resistance training at mid intensity for 12 week periods. Body composition, blood lipid profiles, blood cortisol, ACTH and nutrient intakes were analyzed prior to, midway and after training. There were significant differences about interaction between different exercise times and training periods in plasma TG and HDL-C of the evening exercise training (p < 0.05). Also the evening exercise group was showed the decreasing of TC after training (p < 0.05). No significant differences about interaction between different exercise times and training periods were shown in body composition, stress hormones and nutrient intakes in the three groups. But evening exercise training decreased body fat ($\%$) and blood ACTH (p < 0.05). Also the increasing of carbohydrate intakes was shown by the evening exercise training (p < 0.05). In contrast, morning exercise group indicated a decrease of body fat ($\%$) after 6 week training (p < 0.05), but this effect was not maintained after 12 weeks of training. These results suggested that regular evening exercise is more effect than morning exercise from the viewpoint of improving body composition, blood lipids, nutrient intakes and exercise adaptation.

• Journal of Korean Academy of Nursing
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• v.49 no.4
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• pp.361-374
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• 2019

Purpose: This study was conducted to evaluate the effectiveness of autogenic training on stress responses through a systematic review and meta-analysis. Methods: A systematic search was conducted using eight core electronic databases (Embase, CENTRAL, Medline, CINAHL, PsycInfo, DBpia, KISS, and RISS). To estimate the effect size, a meta-analysis of the studies was performed using RevMan 5.3.5 program. Results: A total 21 studies out of 950 studies were included in the review, and 11 were included for meta-analysis. These studies showed that autogenic training decreased anxiety and depression, and increased the high frequency of heart rate variability. Calculations to understand the effect of autogenic training on anxiety, through a meta-analysis, observed a reduction effect of anxiety score by 1.37 points (n=85, SMD=-1.37: 95% CI -2.07 to -0.67), in the studies on short-term intervention targeting healthy adults. On the other hand, similar calculations to understand the effect of autogenic training on depression observed, a reduction effect on the depression score by 0.29 point (n=327, SMD=-0.29: 95% CI -0.50 to -0.07), in the studies on long term intervention targeting the patient group. Conclusion: Autogenic training is effective for adults' stress management, and nurses will be able to effectively perform autogenic training programs for workers' stress relief at the workplace.

• Journal of Korean Biological Nursing Science
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• v.13 no.2
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• pp.102-108
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• 2011

Purpose: The purpose of this study was to examine the effects of first clinical training on stress, anxiety and changes in autonomic nervous system in nursing students. Methods: Seventy-four nursing students were assigned to the experimental group (n=36) that had two weeks of clinical training, and the control group (n=38) that had only two weeks of regular classes. Perceived stress, state anxiety and heart rate variability (HRV) were measured at the beginning and end of the experiment. Results: Perceived stress in the experimental group was significantly higher than in the control group. However, State anxiety was not significantly different between the two groups. All indices of HRV except LF/HF ratio were significantly different between the two groups. LF norm in the experimental group was significantly higher than in the control group, and HF norm in the experimental group was significantly lower than in the control group. Conclusion: Based on these results, it can be suggested that clinical training increases the perceived stress and affects the changes in autonomic nervous system in nursing students.

• Journal of Korean Academy of Nursing
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• v.49 no.4
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• pp.495-504
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• 2019

Purpose: Nursing students experience a high degree of perceived stress during skills training. The resulting academic sentiment is worthy of research. This study examined the learning motivation as a mediator in the association between perceived stress and positive deactivating academic emotions in nursing students undergoing skills training. Methods: A survey was conducted on 386 third-year undergraduate nursing students at a university in Changchun, China, in 2017. The survey included the items on perceived stress, learning motivation during nursing skill training, and general academic emotion. There were 381 valid responses (response rate=98.7%). Based on the results of partial correlation and stepwise multiple regression equations, the study examined the mediation model between perceived stress, learning motivation and positive-deactivating academic emotions using process 2.16 (a plug-in specifically used to test mediation or moderation effect in SPSS). Results: There was a significant negative correlation between students' perceived stress and learning motivation during nursing skills training and positive-deactivating academic emotions. Nervousness, loss of control, and interest in developing reputation had significant predictive effects on positive-deactivating academic emotions. The mediating model was well supported. Conclusion: Learning motivation during nursing skills training lessened the damage of perceived stress on positive-deactivating academic emotions. Improving students' motivation to learn could reduce their perceived stress and build more positive emotions. Positive emotions during learning played an important role in helping nursing students improve skills and enhance their nursing competence.

• Journal of the Korean Society for Aviation and Aeronautics
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• v.31 no.4
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• pp.105-115
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• 2023

Flight instructors at aviation training centers are exposed to various stresses, such as stress caused by special work environments, stress caused by working conditions, and stress related to uncertain future airline employment. These stresses are expected to not only affect flight safety, but also adversely affect the job satisfaction of flight instructors, and consequently negatively affect the performance of high-quality flight education. Therefore, this study was conducted to understand the effects of these stresses on the job satisfaction of flight instructors by examining the stress experienced by flight instructors in flight, psychological, and physical aspects based on the results of previous studies on stress. To the end, this study conducted a survey of flight instructors belonging to aviation training centers, and as a result of analyzing the collected data, it was confirmed that the physical stress of flight instructors had a significant negative effect on their job satisfaction.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.28 no.2
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• pp.115-122
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• 2017

Objectives: Executive dysfunctions including working memory deficit have been suggested to be one of the major neuropsychological etiologies of attention-deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate the augmentative effects of working memory training on the behavioral problems, quality of life, and parental stress of medicated children with ADHD. Methods: Twenty-five children with ADHD, aged 9 to 19 years, who were being treated with ADHD medication, were included. The participants were trained with a commercially available and computerized working memory program ($Cogmed^{(R)}$) for 5 weeks without any alteration of their medication. The Child Behavior Checklist (CBCL), KIDSCREEN-52 quality of life measure, and Parenting Stress Index-Short Form (PSI-SF) were administered before training, and 4 weeks and 7 months after training, respectively. Results: After completing the training, the anxiety/depression, social problems, thought problems, attention problems, aggressive behavior, and externalizing problems scores in the CBCL were significantly reduced. The score on the Parent-child dysfunctional interaction in the PSI-SF was also decreased. However, the scores related to the quality of life were not changed. These changes were still observed 7 months after the training. Conclusion: Cogmed working memory training can be a promising training option for the additional improvement of behavioral problems and parental stress in medicated children with ADHD.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.22 no.4
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• pp.424-432
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• 2015

Purpose: In this study the time point of effects that repeat exposure to simulation-based nursing training has on stress, interest in learning, and problem-solving abilities were identified. Methods: Participants for this study were 75 nursing college students in Seoul. In a preliminary survey data were collected and measured for the general characteristics, stress, interest in learning, and problem-solving abilities of the students. Then, stress was assessed before performance of each of four-rounds of simulation training scenarios. After each simulation round, interest in learning and problem-solving abilities were assessed. Results: With respect to stress, no significant differences were found when comparing the results of the preliminary survey to those of each of the simulation-based training exercises. For the sub-items of interest in learning, interest in nursing knowledge and interest in clinical training significantly increased between the preliminary survey and the $4^{th}$ survey. Interest in lab training increased significantly at the $1^{st}$ survey. Problem solving abilities showed a significant increase from the preliminary at each of the survey points. Conclusion: Increasing the exposure of nursing students to simulation-based training enhances their interest in learning and problem-solving abilities. Therefore it is necessary to have education strategies that includes various simulation experiences for students.

• Journal of the Ergonomics Society of Korea
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• v.33 no.3
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• pp.203-214
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• 2014

Objective: This study aims to examine the psychological effects of pilots caused by the environmental differences between actual and simulated flights by measuring biochemical stress level and subjective stress level. Background: Currently, the flight system of the air force suffers from several problems including a limited training area, increase of complex and tangled missions and rise in oil prices. In order to overcome these problems an L-V-C (Live, Virtual, Constructive) training system has been proposed as a solution. However, to establish the effective L-V-C training system, it is required to figure out the characteristics of each system first. Also we have to solve the problems which could occur when these systems are connected together. Method: In order to measure the biochemical stress level of pilots, we investigated the differences in cortisol responses after actual and simulated flight training separately. Meanwhile, we conducted the questionnaire survey of about 40 pilots to identify the subjective stress level of pilots. Results: There was significant difference in cortisol level between actual and simulated flight tasks. However, we found that there was no significant difference in pilots' feelings about two flight tasks. Conclusion: The results from this study can be used as basis for the further research on not only how to decrease linkage errors of the L system and the V system but also how to make the L-V training system more practical. Application: The results of the analysis might help to develop the Live-Virtual-Constructive (LVC) pilot training system.

• Journal of the Korean Society of Radiology
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• v.6 no.4
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• pp.291-298
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• 2012

Department of radiology implements the hospital-based clinical training to accept medical treatment techniques and to adapt experiences for students. However, it might cause negative effects to training education, leading to doubt about major and pressure about training as lots of students experience clinical treatment and complex stress in unfamiliar environment. Regarding this, pressure element that students can experience and diverse variables of training were compared and analyzed. With students in department of radiology for 6 colleges and universities, from September 15th to October 25th in 2011. The degree of stress for students in training was shown high in the fields of cost(3.06) and trainers(3.02). Value and ideal(2.94), role and experiment(2.93), training environment(2.74) and relationships among trainees(2.64) were followed in the order. Except expense regarding stress from clinical training, but in all factors, women showed higher pressure level than men(P<.05) and in stress range according to BEPSI-K, a meaningful difference was shown in fields of training environment, relationships among trainees and role and experiment(P<.01, P<.001, P<.05). Therefore, It has been confirmed that there is correlation between stress of students and satisfaction for clinical training with each other closely.

• Journal of Digital Convergence
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• v.16 no.4
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• pp.363-369
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• 2018

This study examines the effects of mindfulness training on job stress, burnout, and teacher efficacy for middle school and high school teachers. For this study, twenty-four middle school and high school teachers were divided into experimental and control groups. Data analysis was performed using a Mixed ANOVA for teacher's job stress, burnout, and teacher efficacy according to pre-training, post-training and delayed post-training periods. As a result, we found support for time interval and between-group interaction effects for all the dependent variables. In order to investigate any delayed effects, a t-test was performed to analyze measurements taken one month after the completion of training period. The delayed post-training results indicated a significant effect between pre and post scores, meaning the program effects were sustained. Therefore, this study indicates that the mindfulness training program implemented in this research is an effective method for preventing job stress and burnout, as well as influencing the efficiency of work performance for middle school and high school teachers.