• Women's Health Nursing
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• v.8 no.2
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• pp.222-231
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• 2002

This study was done to develop a digital textbook for students to use over the internet for maternity nursing practice. The textbook is not only for student nurses, but also for nurse midwives and nurses working in the maternity. The process used was as follows; 1. Existing educational media on maternity nursing were reviewed and examined. 2. Workshops and meetings were held to decide the most appropriate type of presentation. 3. The digital content including text, pictures, audios, and videos were developed using Macromedia Dreamweaver, Adobe Photoshop and Adobe Premier. 4.Revisions were made recursively as the content was previewed and implemented over the internet by professionals and the end-users. 5. A database of members and a web survey module were developed and posted. The clinical implication of a digital textbook over the internet is the possibility of using it to educate many student nurses throughout the country and to disseminate the content for whoever needs it in practice settings and facilities. Another implication is that this site stressed interactivity by developing member database and web survey. In conclusion, the study found this first trial of digital textbook to be a unique educational media for nursing skills practice. Further refinement of this media is strongly recommended.

• Korean Medical Education Review
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• v.22 no.3
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• pp.146-152
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• 2020

Hospice and palliative care (HPC) education is an essential component of undergraduate medical education. Since February 4th, 2018, withholding and withdrawing life-sustaining treatment at the end of life (EOL) has been permitted in Korea as put forth by law, the "Act on Hospice and Palliative Care and Decisions on Life-Sustaining Treatment for Patients at the End of Life." Therefore, Korean medical schools have faced a challenge in providing comprehensive HPC education in order to better prepare medical students to be competent physicians in fulfilling their role in caring for patients at the EOL. There have been considerable variations in the evolution and organization of HPC education across Korean medical schools for the past 20 years. In 2016, all medical schools taught HPC curriculum as a separate course or integrated courses, with the most frequently taught topics including: delivering bad news, pain management, and the concept of palliative medicine. However, the content, time allocation, learning format, and clinical skills practice training of HPC education have been insufficient, inconsistent, and diverse. For this reason, we propose a HPC curriculum containing seven domains with 60 learning objectives in a course duration of over 20 hours based on the Palliative Education Assessment Tool (PEAT) as standard HPC curriculum. Furthermore, we recommend development of a national curriculum for HPC/EOL care education to be organized by the HPC board and managed under the accreditation criteria of the Korea Institute of Medical Education and Evaluation.

• Journal of Music and Human Behavior
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• v.7 no.2
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• pp.47-63
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• 2010

The purpose of this study was to evaluate the perception of current music therapy curriculum perceived by music therapy graduate students who are currently enrolled in the program. A total of 100 students responded. The subject 'music therapy techniques'(23.2%) was identified as highly regarded topic as important subject matter. Respondents showed different levels of skills and confidence according to their previous major areas; music vs. non-music major. Regarding the clinical practicum, students in the higher level practicum showed higher competence; however the level of competence was decreased as they entered the internship. Also 'Counseling and psychology related subjects' was the most preferred subject (19.7%) and 'professionalism as a music therapist' was the most significant factor indicated by the respondents(51.8%). Overall, general information and perception regarding music therapy curriculum was described, and the results implies the importance and needs of future music therapy curriculum development.

• Journal of Korean Academy of Nursing
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• v.50 no.2
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• pp.271-285
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• 2020

Purpose: This study examined the effects of a physical activity promoting program based on the Information-Motivation-Behavioral Skills (IMB) model on physical activity and health outcomes among obese older adults with knee osteoarthritis. Methods: This study utilized a randomized controlled trial with a convenience sample of 75 obese older adults with knee osteoarthritis in a university hospital. The older adults in the intervention group participated in a 12-week program involving weekly group sessions and monitoring calls with education booklets and video clips for exercise dances, while those in the control group received an usual care. Outcomes were measured using self-report questionnaires, anthropometrics, and blood analyses. The intervention effects were analyzed using Mann-Whitney U test and ANCOVA. Results: The mean age of participants was 74.9 years with 84.0% women. The intervention group at 12 weeks showed significantly greater improvements in self-efficacy for physical activity (F=81.92, p<.001), physical activity amounts (Z=-2.21, p=.044), knee joint function (F=15.88, p<.001), and health-related quality of life (F=14.89, p<.001) compared to the control group. Among obese-metabolic outcomes, the intervention group at 12 weeks showed a significant decrease in visceral fat mass (F=7.57, p=.008) and improvement in high-density level cholesterol (F=9.51, p=.003) compared to the control group. Conclusion: Study findings support the need for an IMB based physical activity program for promoting physical activity, knee function and health outcomes in obese older adults with knee osteoarthritis. Longitudinal studies are warranted to confirm the persistence of obese-metabolic effects in clinical settings.

• Korean Medical Education Review
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• v.12 no.1
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• pp.9-22
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• 2010

It is the most important thing at present for physicians to posses the qualification of medical professionalism. A lot of medical schools have made all-out efforts to develop leaders of medicine, who will be able to meet the needs of medical professionalism in this complex medical environment. The purpose of this study is to review the cognitive base of medical professionalism leading the curriculum development of medical professionalism. The discussion of medical professionalism started in the 20th century. During the 1960s, there were attempts to reshape the concepts and attributes of medical professionalism. The government began to intervene in the autonomy of physician and the self regulation policy of medical society in 1970s. Physician may be asked to play as a healer and professional (what?) during their medical practice. The fundamental role of healer such as care, compassion, honesty, integrity, confidentiality, ethical behaviors, and respect with patients were nothing fresh to tell even though the age was changed. The attributes of professional which are physician's autonomy, self regulation, teamwork, and responsibility to society has been changed dramatically over the past five decades. In general, medical educators agreed that professionalism is demonstrated through a foundation of clinical competence, communication skills, and ethical and legal understanding, upon which is built application of the principles of professionalism: excellence, accountability, altruism, and humanism. If physicians fail to show professionalism in society, they will confront the crisis which can be under the government control. The only way to keep their autonomy is to practice medical professionalism. So far today, medical schools have laid more stress on competence than value standards in educational systems and it was restricted for medical students to learn the value standards for medical practice. To understand and practice the medical professionalism, it is the most realistic way to solve the complicated medical problems.

• Korean Medical Education Review
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• v.12 no.1
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• pp.23-31
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• 2010

Medical humanities has become a third area of medical education following basic and clinical medicine. Also, in the national evaluation of medical schools, medical humanities education is an important factor. However, there are many difficulties in teaching medical humanities in medical schools. First, it is still an unfamiliar education area to medical schools and professors. Second, still, there is no consensus on the definition and contents of this education. Third, it is usually very difficult to find professors who have interest and the ability to teach medical humanities. Fourth, even medical students do not understand why they should study medical humanities and sometimes do not eagerly participate in class. This paper suggests some solutions for these problems. First, medical humanities need to be divided into sections according to how easily the contents can be accepted by existing medical education system and apply these sections in the introduction of this education gradually and in stage. One example of the division can be as follows: Group 1) medical ethics and medical law which can be most easily accepted. Group 2) medical communication skills which can be relatively easily accepted. Group 3) medical history and medical professionalism which is relatively difficult to accept, and Group 4) medical philosophy, medicine and music, medicine and literature, medicine and art, medicine and religion, etc. which is the most difficult to accept. In this paper, four things are suggested. Second, divide the contents into mendatory courses and elective courses. Third, allocate the contents throughout the four years from the first year though the fourth year according to the spiral curriculum model. This paper reports some new ideas and methods for medical humanities education. First, to stimulate students' participation, several methods were applied in a large size lecture and student projects. Second, the emphasis of writing in class and evaluation were discussed. Third, the provision of hands on experience is more emphasized than lectures. Fourth, inviting some doctors who work in non-medical areas such as journalism, pharmaceutical industry, etc is suggested. Trial and error is inevitable in this education, but it is essential in molding a good doctor, so medical professors who are interested or in charge of this medical humanities education need to share their ideas and experiences.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.9 no.2
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• pp.25-45
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• 2003

Sling exercise treatment(S-E-T) is a therapeutic exercise based on scientific studies for the purpose of treating musculoskeletal or neurological disorders thereby improving strength, endurance, and skills for sensory-motor integration. Exercise resistance and intensity can be modified in various ways by changing the length of rope, patient position, therapist's manual resistance, and using elastic rope. The therapist can also progress to successively higher levels of exercise resistance and intensity by changing the position of the hanging point: the subject of this article. In brief, there are three axial components in S-E-T; hanging point, motor axis, and suspension point. The hanging point can be changed in several ways in relation to the joint; axial, superior, inferior, medial, and posterior hanging points. The position of the hanging point affects the amount of load on agonist and antagonist muscles as well as on the range of motion. To create an advanced exercise program, selection of hanging point can be two-dimensional such as superior-lateral or anterior-medial. Therapists, therefore, can freely but carefully select the best hanging point based on the purpose of the exercise and their level of knowledge in S-E-T.

• Clinical and Experimental Reproductive Medicine
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• v.25 no.2
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• pp.135-140
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• 1998

It was reported that the etiologies of recurrent spontaneous abortion are immunologic factors, endocrinologic problems, anatomical abnormalities, genetic abnormalities, infection, and unexplained factors. Among those etiologic factors, genetic abnormalities occur in about 5% of the couples who experience recurrent spontaneous abortions, and most common parental chromosomal abnormality contributing to recurrent abortion is balanced translocation. The advent of in vitro fertilization (IVF), the development of skills associated with the handling of human embryo, and an explosion of knowledge in molecular biology have opened the possibility of early diagnosis of genetic disease in preimplantation embryos. Therefore preimplantation genetic diagnosis (PGD) is indicated for couples, infertile or not, at risk of transmitting a genetic disease. A case of successful pregnancy and term delivery by PGD using fluorescence in situ hybridization (FISH) technique in patient with recurrent spontaneous abortion due to balanced translocation is presented with brief review of literatures.

• Journal of Korean Academy of Nursing
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• v.37 no.5
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• pp.801-809
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• 2007

Purpose: This study was aimed at exploring the current status of graduate programs for an advanced practice nurse(APN) to recommend future directions of APN education. Methods: A total of 142 students enrolled in seven APN specialty programs, 67 professors who were involved in APN education, and nine nurse administrators participated in the study. Data was collected by questionnaires and focus group interviews. Results: The current definition of APN was found not to be specific enough to represent expected roles of APN in regards to knowledge, attitudes, roles, and skills. Standard curricula employed regardless of the area of APN specialty, lack of qualified clinical practice settings, as well as prepared instructors were found to be problematic. Conclusion: The following needs to be addressed: 1. redefining of APN roles, 2. tailoring specialty areas of APN, 3. consolidating educational programs, and 4. ensuring APN role models and faculty. Suggesting a CNS role in Korean APN, areas of APN should be rearranged toclarify their roles and educational programs need to be further developed to meet the expectations and quality of APNs. It is necessary to ensure APN's employment in the health care system by laws and policies to perform advanced nursing roles.

• Journal of Korean Clinical Nursing Research
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• v.26 no.2
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• pp.186-197
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• 2020

Purpose: The purpose of this study was to develop a program for reinforcing the resilience of new nurses and relation-oriented organizational culture. Methods: An Intervention Research (IR) model was used to develop a program. Literature review, focus group interviews with nurses and need surveys were conducted from August to December 2018. Based on the results of the investigation, the researcher developed the content of a program. The program was revised by nurse managers for the content validation. Results: According to the results of the need surveys, 58.8% of the participants thought relation-oriented culture was the most ideal, and 61.8% of the participants wanted to participate in a program for organizational culture improvement. In the focus group interview, not only new nurses but also wards and nursing organizations should be a target subject of the program. Reinforcement of resilience and relation (3R) program was developed as a one-year course, which includes a 'mentor-mentee' program and a 'thanks' program. Conclusion: It would contribute to improving the resilience of new nurses and creating a relation-oriented organizational culture by 3R program. The 3R program could play a role as expanded program from an existing pragmatic short-term training program for improving the competencies or communication skills of new nurses.