• Journal of Korean Academy of Nursing Administration
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• v.1 no.2
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• pp.268-284
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• 1995

This study was designed to test effects of nursing ethics education (NEE) on moral reasoning and ethical decision making of subjects. This NEE that was teached for 10 hours course was composed of these : Nurses' ethical code, moral responsibility, Moral value and professional accountability, Respect for human life, General ethics, Theory and Norms of biomedical ethics, Ethical decision making model and Discussion about hypothetical ethical dilemmas Twenty-five senior student nurses were sampled from four year college of nursing from Nov. 3rd, 1993 to Nov. 24th, 1993. Data were collected through self-reported questionnaires included two kinds of tests. Rest's Defining Issues Test was adopted to measure the stage of moral development, which was classified with the stage 2 (instrumental relativist orientation), the stage 3 (interpersonal concordance), the stage 4 (law and order), the stage 5A (societal consensus), and the stage 5B (intuitional humanism), the stage 6 (universal ethical practice). In particular, the level of principled thinking (P) was measured by summing these scores of the stages 5A, 5B, and 6. The possible range of P is 0 to 95. As for measuring the levels of morality and nursing dilemma, Crisham's Nursing Dilemma Test was adopted. This test generated the morality score(MS) and the dilemma score (DS). The data were analyzed by t-test, ANOVA, Kruskal-Wallis test, Mc Nemar's test and Pearson correlation coefficients. The results were as follows ; 1. For the Moral Reasoning both before and after NEE, The Mean score of the stage 5A was significantly higher than that of other stages.(P=0.0001) Before NEE, the mean score of the stage 4 was significantly different from stage 2, 3, 5A, and after NEE, different from stage 2, 5B,6. 2. The analysis of change of moral development level revealed that the score of stage 4 increased after NEE.(P=0.0004) 3. The Effect of NEE for the mean score of 5A, 6, P after education was significantly different by birth place. 4. With regard to the five dilemmas postulated such as forcing medication performing cardiac pulmonary resuscitation, reporting a medication error, informing diagnosis to terminally ill adult, and providing new-nurse orientation, the mean score of the MS and the DS was no significant difference with general characteristics of the students. Effect of NEE morality score and dilemma score after education was no significant difference. 5. As for the correlations between moral reasoning and decision making, the score of the stage 2, 5A, 6, DS was positively correlated with the scores of before and after. Positive correlation was also observed between the scores of stage 2 and stage 4, stage 3 and 6. On the other hand, the score of P was negatively correlated with the scores of stage 2 and of stage 4 and of stage 5A. The score of the stage 5A was also negatively correlated with the score of the sge 6.

• Journal of Korean Academy of Nursing Administration
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• v.1 no.1
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• pp.5-21
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• 1995

This study purports to investigate moral reasoning and ethical decision making among student nurses in the hypothetical moral dilemmas. The subjects consisted of 25 senior nursing students attending at a four-year college. Data were collected through self-reported questionnaires in November, 1993. The questionnaires included two kinds of tests. Rest's Defining Issues Test was adopted to measure the stage of moral development, which was classified with the stage 2 (instrumental relativist orientation), the stage 3 (interpersonal concordance), the stage 4 (law and order), the stage 5A (societal consensus), and the stage 5B (intuitional humanism). In particular, the level of principled thinking (P) was measured by summing those scores of the stages 5A, 5B, and 6. The possible range of P is 0 to 95. As for measuring the levels of morality and nursing dilemma, Crisham's Nursing Dilemma Test was adopted. This test generated the morality score(MS) and the dilemma score (DS). The data were analyzed by t-test, ANOVA, Kruskal-Wallis test, and Pearson correlation coefficients. The findings are following. 1. The mean score of P was 52.93 (SD=12.82). The mean score of the stage 5A was significantly higher than the scores of other stages (17.92, p=.0001). 2. The mean score of P was not significantly different by general characteristics of the students. Of the scores of each stage, only the mean score of the stage 3 revealed significant difference by the status of living with parents(p=.0283). The score was highest when "living with both parents"(15.22), which was followed by "living with no parents"(10.0), "living with father only"(9.0), and "living with mother only"(7.50). 3. With regard to the five dilemmas postulated such as forcing medication, performing cardiac pulmonary resuscitation, reporting a medication error, informing diagnosis to terminally ill adult, and providing new-nurse orientation, most students perceived them as moral dilemma rather than nonmoral one. Most students made a positive decision according to moral reasoning in the above situations except for providing new-nurse orientation. 4. The mean score of the MS was 3.30 and that of the DS was 3.32. These scores did not show significant difference with general characteristics of the students. 5. As for the correlations between moral reasoning and decision making, the score of the stage 5A was positively correlated with the scores of P(.74, p<.0001) and DS(.56, p<.001). Positive correlation was also observed between the scores of stage 2 and stage 4(.68, p<.0001). On the other hand, the score of P was negatively correlated with the scores of stage 3(-.47, p<.05) and of stage 4(-.55, p<.001). The score of the stage 5A was also negatively correlated with the score of the stage 6(-.42, p<.05).

• Communications of Mathematical Education
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• v.32 no.4
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• pp.495-517
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• 2018

This paper is based on the effects of Zone of Proximal Development and scaffolding theory of social constructivist, Russian psychologist Vygotsky. He insisted that a social interaction play a fundamental role in the development of cognition. This study is to examine the efficient of the scaffolding types in Math class. The ZPD is the distance between a student's ability to perform a task under adult guidances or with peer collaboration and the student's ability solving the problem independently. To conduct the research was grouped into an experimental first grader five students in H high school in Y county. After class, students were questioned through Semi-structured interviews. The results of this study are below. First, Students were satisfied with the class mixed micro-scaffolding types and Macro-scaffolding types and improved their math thinking ability and the ways of solving problems. Second, The results of the class showed that students' ability to perform a task was transferred to the higher level through the help of a teacher or peers. Students could have more time to listen to peers' opinions and to say their own thoughts freely than they were under the lecture method instruction. Third, Students were interested in math through the experimental class. That's because the appropriate help of the scaffolding type, a cooperate study, relative with real life, using an engineering tools. They made a change of perception.

• Journal of agricultural medicine and community health
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• v.29 no.1
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• pp.15-28
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• 2004

Objectives: This study was performed to examined the effectiveness evaluation of peer education program on smoking prevention and cessation for elementary school students. Methods: Data were collected from 60 students in a rural area through self-administrated questionnaires. Child-leaders participated the peer education program to assist their friend, parent, and adult in community to quit the smoking for 4 weeks. Results and Conclusions: Major conclusions were as follows : 1. The peer education program on smoking prevention and cessation for elementary school students was reinforce to increasing the tobacco knowledge and the cessation skill, learning the communication skill, and improving the empowerment. 2. Image of tobacco, intention of smoking in future, recommendation for smoking cessation, pro of smoking. con of smoking, and level of assert in post-test were higher than those in pre-test. 3. There were significant differences in image of tobacco, con of smoking, and level of assert by grade between the pre-test and the post-test of peer education program. But intention of smoking in future, recommendation for smoking cessation, and pro of smoking were not related to effectiveness of peer education program. 4. Child-leaders for smoking prevention and cessation performed the their task to 1.4 persons per student. 5. Participating students were satisfied with the contents of program, the usefulness of educational materials, and preference of parents, but they were not satisfied with the usefulness of task note, learning time, and lecture room.

• Korean Journal of Veterinary Research
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• v.40 no.1
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• pp.130-137
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• 2000

In order to diagnose canine heartworm infection by antigen capture ELISA, the crude somatic(S), partial somatic(below 45kDa) and excretory/secretory(E/S) antigen of adult heartworm were identified and the antigenicity was examined by silver stain, immunoblot and ELISA. Then, production of monoclonal antibody to specific antigen carried out in this experiment. The bands to S antigen and E/S antigen were recognized between 10 and 200kDa and common bands were recognized strongly 14, 18, 28, 43kDa by silver stain. By western blot analysis, fractions to S antigen were recognized 14, 16, 18, 20, 24, 28, 32, 43, 50, 55kDa, etc. and only a 14kDa to E/S antigen in positive sera which were positive in modified Knott's test and necropsy. In ELISA, the positive sera reacted to antigens(SA, $SA_{45}$, E/S) were significantly different from negative sera by Student's t-test(p<0.05). Four hybridoma cell lines(14, 16, 17, 32kDa) than produce specific monoclonal antibodies for these antigens were obtained by immunizing BALB/c mice with a partially purified somatic antigen (below 45kDa) preparation, by fusing spleen cells with SP2/O cell myeloma cells, and by screening cell culture supernatants for antibody. In these results, it was confirmed that partial somatic antigen(below 45kDa) or E/S antigen can be used for serologic diagnosis of heartworm infection and monoclonal antibody reacting with specific antigen(14kDa) can be used for antigen capture ELISA in prepatent period of canine heartworm infection.

• Journal of The Korean Society of Integrative Medicine
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• v.8 no.3
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• pp.83-91
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• 2020

Purpose : To identify changes and relationships in the fat mass and obesity associated (FTO) gene polymorphism, body composition, and physical fitness from childhood to adolescence over a three-year period spanning elementary school to middle school (2015-2018) Methods : A total of 84 male student participants were divided into two groups based on FTO genotype: aa+at (group A) and tt (group T) and tracked down. Body composition, cardiovascular endurance, flexibility, muscle strength, power, and other characteristics were measured in the two groups in both 2015 and 2018, respectively, and the changes over the three-year period were analyzed and compared. Results : Increases in height and weight did not differ significantly between the two groups, but body mass index (BMI) was significantly higher in group A (p=.035). With regard to physical fitness, there was no significant difference in flexibility, but cardiovascular endurance, strength, and power were significantly higher in group T (p<.001, p=.063, and p=.040, respectively). Conclusion : Group A is more likely to become obese than group T because of their lower level of physical fitness and increased BMI relative to group T. This result supports previous studies showing that group A has a relatively low level of physical activity and a greater tendency to eat fatty foods as compared with group T. Therefore, we suggest that the FTO gene polymorphism should be identified early and that students educated on diet and physical activity to help prevent adult obesity.

• The Journal of Korean Academy of Prosthodontics
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• v.41 no.2
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• pp.169-181
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• 2003

Statement of problem : The survival rate of wide diameter implants was lower than of 3.75-mm implants in some clinical researches. Purpose : The purpose of this study was to investigate the influence of implant diameter on the osseointegration of implants in the rabbit femoral condyle and tibial metaphyses by means of removal torque measurements and histomorphometric analysis. Material and Method : Ten adult New Zealand White rabbits were used in this study Two 3.75-mm diameter implants were inserted through one cortical layer in the tibial metaphyses and one 3.75-mm diameter implant was inserted in the femoral condyle. 5.0-mm diameter implants were inserted in the other leg in the same manner. A total of 60 implants (3.75-mm diameter implants:30 : 5.0-mm diameter implants:30) were installed. After a healing time of 4 and 12 weeks, the peak removal torque values required to shear off the implants were recorded. From the removal torque values (Ncm) obtained, the mean shear stress ($N/mm^2$) was calculated. And the percentage of direct bone-to-implant contact and the percentage of bone area inside the thread were measured by Kappa Image Base-metreo. The Student's t-test was undertaken for statistical analysis (p<0.05). Results : The removal torque value of 5.0-mm diameter implants was higher than of 3.75-mm diameter implants (p<0.05). The difference of shear stress value between 3.75-mm and 5.0-mm diameter implants was not statistically significant (p>0.05). The percentage direct bone-to-implant contact had no statistical difference between two groups (p>0.05). The percentage of bone area inside the thread had no statistical difference between two groups (p>0.05). Conclusion It is concluded that the quality f osseointegration is not influenced by increasing implant diameter.

• Journal of The Korean Society of Integrative Medicine
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• v.11 no.4
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• pp.237-246
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• 2023

Purpose : This study investigated the effects of personality and sensory processing on college life adaptation in students majoring in occupational therapy. Methods : We conducted a survey study on 251 college students from March to May 2023. Personality, sensory processing, and college life adaptation were measured through the international personality item pool, adolescent/adult sensory profile, and student adaptation to college questionnaire, respectively. The general characteristics of students were analyzed using frequency analysis, and differences in college life adaptation and sensory processing characteristics were analyzed using independent t-tests and one-way ANOVA. The relationship between personality, sensory processing, and college life adaptation scores was analyzed using Pearson correlation analysis. The impact of personality and sensory processing on college life adaptation was analyzed using multivariate regression analysis using SPSS 25.0. Results : Correlations of all five personality factors, except openness to experience, were observed with students' college life adaptation. According to sensory processing characteristics, differences in college life adaption showed significant differences in sensory avoidance, poor registration, and sensory sensitivity. The variance of college life adaptation explained by each factor (based on R²) were 46% by personality and 26% by sensory processing. Among personality traits, neuroticism had a negative effect on college life adaptation, agreeableness and extroversion had positive effects, and low registration during sensory processing had a negative effect. Conclusion : This study suggests the provision of various activities and creation of an environment for college students with low sensory registration and neurotic traits to encourage positive changes. The results can be used to design a program that helps college students adapt to occupational therapy majors.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.47-59
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• 2019

The purpose of this study was to investigate the relationship between demographic characteristics, self - esteem, and attachment instability (attachment anxiety, attachment avoidance) in the college students' SNS addiction tendency. To investigate the influencing factors on SNS addiction tendency of college students, we surveyed 330 college students at universities in the metropolitan area through offline and online questionnaires, and analyzed 271 valid ones. Frequency analysis, descriptive statistics, variance analysis, Pearson correlation analysis and multiple regression analysis were performed. The results of the analysis are as follows. First, 87.4% of college students used SNS, and the most used SNS was 'Facebook (82.3%)'. The most frequent use of SNS per day was 'over 1 hour ~ less than 2 hours (24.7%)'. Second, women had a significantly higher SNS addiction tendency than men. Third, self-esteem and SNS addiction tendency showed significant negative correlation. Fourth, attachment anxiety and attachment avoidance were positively correlated with SNS addiction tendency. Fifth, the self-esteem of college students affects negatively on the SNS addiction tendency and only the attachment anxiety among attachment instability affects the addiction tendency. Finally, we discussed the risk of SNS addiction according to the characteristics of university students.

• The Journal of Korean Academic Society of Nursing Education
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• v.5 no.1
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• pp.58-71
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• 1999

Nursing process is an essential part for nursing practice. Nursing faculty members must focus on the clinical application for students and try to identify the possible problems that students might face in the fields. The purpose of this study is to examine the actual condition of nursing process education in curricula and to investigate the response of students in clinical experience of nursing process. From 462 students in the 6 associate programs(ADN) and the 6 baccalaureate programs (BSN) data was collected by questionnaire. The results were as followed. 1. Seven programs (58.3%) opened the nursing process in mainly sophomore (BSN) or freshman(ADN). If not opened, the nursing process was taught at the major subjects(espcially fundamental nursing or adult nursing). 2. All Students responded they we supposed to use nursing process in preparing the case report. The majority(94.6%) used NANDA lists for nursing diagnosis and 55.7% of subjects consulted the Korean terms by KNA when translating. The tutors for nursing process in clinical settings were the professor in charge of the subject (68.6) or clinical instructors (48.1%) , assistants(34%). 3. The problems in clinical application that students experienced consisted of 17 items and the mean was 2.27. The biggest problem was 'the lack of the model for RN of applying the nursing process in clinical settings'(2.97). Next the big problem was 'the lack of the competency for implementing the established nursing plans'(2.69). All items were significantly different according to the level of educational programs(ADN or BSN). ADN students had more problems in applying the each step of nursing process and BSN students perceived the NANDA as a guidance of nursing diagnosis and the inconsistency of advices from several instructors or practicum to be mere problematic. 4. The mean of merits after application of nursing process was relatively fair (2.82). The best merit was 'they can identify nursing problems more exactly'(3.07). The second high merit was 'they can study the rational of nursing action' (3.03). BSN than ADN and the subjects of second year than of one year in clinical experience perceived the use of nursing process to be better. Based on this results we need to enforce the application of nursing diagnosis in the class. The use of sample cases can be the efficient method. Students can identify the possible health problems for patient from the cases in imaginary world and discuss them each other. Also we can use the discussion session after practice every other day or as needed. All this is on the good interaction between tutor and student. We must consider to have enough time for student to seize the essence of the nursing process.