• Journal of Nutrition and Health
• /
• 제49권5호
• /
• pp.378-394
• /
• 2016

본 연구는 3~5세 취학전아동 대상 영양지수 (Nutrition Quotient for Preschoolers, NQ-P) 개발을 목표로 수행되었다. 어린이의 식행동 및 영양섭취 관련 문헌, 국민건강영양조사 자료 분석 및 전문가 대상 심층면접을 통해 38개 후보평가항목을 선정한 후, 후보 평가항목 중 식품 및 영양소 섭취량을 잘 반영해 주는 평가항목을 선정하기 위해 어린이집 3~5세반 100명의 부모/보호자를 대상으로 식사섭취조사와 체크리스트 설문조사를 수행하였으며, 평가항목과 식품 및 영양소 섭취량, 식사다양성, 체질량지수와의 상관관계 분석 결과로부터 유의한 상관관계를 나타낸 평가항목과 영유아 식생활지침과 어린이 급식관리지침서 영양관리기준에 근거하여 20개 평가항목으로 구성된 체크리스트를 도출하였다. 영양지수 모형을 설정하기 위해 전국 어린이집 목록을 활용하여 조사 대상 어린이집을 기본 층화변수로 5개 권역을 설정하여 어린이집 수를 할당하고 어린이집 당 약 10명을 표본으로 하여 총 412명을 대상으로 조사를 수행하였다. 탐색적 요인분석과 확정적 요인분석에 의해 영양지수구조 모형에 포함된 평가항목은 14개였으며, 구조방정식모형을 통해 14개의 평가항목으로 구성된 영양지수의 구성타당도를 검증하고 가중치를 계산하였다. 전문가 자문에 의한 요인 검토와 조정을 거친 결과 영양지수는 3-factor structure로서 균형, 절제, 환경의 3 영역으로 구성되었다. '균형' 영역에는 콩제품, 생선, 고기, 채소, 흰 우유 섭취의 5개 평가항목, '절제' 영역에는 가공육류, 가공음료, 과자류, 패스트푸드 섭취의 4개 평가항목, 그리고 '환경' 영역에는 아침식사 빈도, 정해진 장소에서 식사, 식사 전 손씻기, 바른 식생활을 위한 노력 정도, TV시청 스마트폰 컴퓨터 사용시간 (screen time)의 5개 평가항목이 포함되었다. 영역별 가중치는 균형 0.45, 절제 0.30, 환경 0.25로 설정하였으며, 영역 내 항목 가중치는 표준화 경로계수를 활용하여 계산하였다. 전국 3~5세 취학전아동 (n = 412명)의 NQ-P 점수는 평균 60.64점 (중앙값: 60.84점, 최소값: 34.99점, 최대값: 88.72점)이었고, 영역별 평균 점수를 보면 균형 60.49점, 절제 51.49점, 환경 71.66점을 나타내었다. 본 연구에서 개발한 NQ-P는 14개 문항의 체크리스트 설문 조사를 통하여 영양지수 점수는 물론, 균형, 절제, 환경의 3개 영역 (요인)의 점수를 산출할 수 있으며, 산출된 영양지수 점수와 영역 점수를 이용하여 어린이의 상대적인 NQ-P 등급을 부여하고, 영양상태 및 식사의 질에 대한 평가를 수행할 수 있다.

• Clinical and Experimental Pediatrics
• /
• 제46권3호
• /
• pp.236-241
• /
• 2003

목 적 : 연소성 용종은 소아에서 가장 흔한 장관 내에 발생하는 종양이다. 대부분 단발성이나 다발성으로 발생하기도 한다. 단발성 연소성 용종의 경우 60-80%가 직장 및 S자 결장에서 발생되어 반복적이면서도 만성적인 혈변배설을 일으킬 뿐 아니라 보호자를 불안하게 하고 때로는 빈혈을 일으키기도 하므로 증상이 있는 경우의 용종은 조기 절제가 바람직하다. 저자들은 연소성 용종으로 용종 절제술을 받은 19례의 임상 양상과 특징 및 대장 용종 절제술의 치료 성적을 분석하고자 하였다. 방 법 : 1998년 3월에서 2002년 8월까지 대장 용종으로 진단되어 내시경적 용종 절제술을 받은 환아들 중에서 병리조직 검사에서 연소성 용종으로 확진 된 19례의 환아들의 임상 양상 및 용종의 특징을 후향적으로 분석하였다. 결 과 : 1) 환아의 연령은 $4.7{\pm}2.8$세 남녀 비는 1 : 1.1이었다. 2) 전례에서 혈변이 있었으며 설사 및 점액변이 8례(42%), 복통 5례(26%), 변비 2례(11%), 항문 열상이 2례(11%)에서 있었다. 3) 연소성 용종의 분포는 직장 7례(37%), 직장-S자 결장 4례(21%), S자 결장 4례(21%)로 15례(79%)가 직장과 S자 결장 부위에서 발생했으며 상행 대장에서 발생된 1례는 흑색 혈변을 보이면서 심한 빈혈이 있었다. 용종 절제술 당시에 혈색소 치가 10 g/dL 이하인 경우가 4례(21%)에서 있었으며 수혈 없이 용종절제 후 모두 정상화 되었다. 그리고 대장 전처치, 진정제 투여, 대장 내시경 검사와 관련된 합병증은 없었지만 용종 절제 후 2례에서 출혈이 있었다. 이 중 1례는 특별한 지혈 요법 없이 저절로 멎었으나 1례에서는 지혈 클립으로 지혈 시켰다. 4) 용종의 크기는 절제 후 장경 1-1.9 cm가 10례(53%)로 가장 많았고 2-2.9 cm는 5례(26%)였고 1 cm 이하가 3례(16%)였으며 1례는 3.5 cm의 거대 용종이었다. 5) 증상 발현 후 용종 절제까지의 기간은 1개월부터 42개월 사이로 평균 $7.6{\pm}11.7$개월이었다. 6) 초기 진료 시의 추정 진단은 변비 및 항문 열상, 감염성 설사, 대장 용종, 원인 불명의 하부 장관 출혈, 멕켈 게실, 치질 등이었다. 결 론 : 대장 연소성 용종은 2-10세 사이의 소아에서 반복적이고도 만성적인 혈변 배설의 주원인이며 대장 내시경적 용종 절제술은 간편하고도 효과적이면서 안전한 치료법이라고 할 수 있다. 따라서 조기에 대장 내시경 검사를 시행함으로써 불필요한 치료를 피할 수 있을 뿐 아니라 보호자의 불안 및 빈혈 등과 같은 원치 않는 문제를 피할 수 있다고 사료된다.

• 대한간호
• /
• 제34권3호
• /
• pp.85-98
• /
• 1995

The purpose of this study is to provide basic data regarding effective learning opportunities in childbirth education classes. Also analysis of the data indicates the optimum conditions for the welfare and improvements in the promotion of health in childbearing mothers. The results of this study are as follows; 1) The average age of the subjects in this study was 30.6 years and the total number of subjects was 58 pregnant women. The average number of children was one and 84.5% of the subjects were unemployed even though 63.8% of them held over bachelor's degrees. It was found that 22.4% of the subjects were living in an extended family. Also 61.5% of them were living with parents-in-law. The number of pregnancies were calssified as one, two, or three to nine times with the percentages of 58.7%, 22.4% and 18.9%, respectively. Further, 72.4% of the subjects had no abortion experience and 15.5% had one aborion experience. While 89.7% of the subjects planned to feed their babies with breastmilk, mixed feeding were used by only 22.4% of the sample. These data were collected at about 6 months after delivery. Thus one can see that a low rate of breastfeeding was common. 2) The length of one period of childbirth education is four weeks. It was found that 36.2% of the subjects participated in childbirth education only once, where as 13.8% participated four times and 19% of the subjects participated in this class more than four times. pregnant at least once. Further, 75.9% of the participants were participated in this education through their own will. Their motivation for participation developed through information, advertisement and posters which contained information on childbirth education. Those with unplanned pregnancies 92.9% participated after a suggestion by the nurses. The number of participants in terms of percentage according to the childbirth education contents can be classified as following. The most active participation was shown in preparation of delivery(77.6%), postpartrm management(56.9%) fetal development(37.6%) and physiology of pregnancy(17.2%). It was found that 75.9% of the subjects were willing to participate again if they were given a chance. The reason can be summarized as following: The content of the education is very helpful(47.7%). Scientific knowledge can be obtained through this program(20.5%). Participation helps in achieving psychological stability(9.1%). Participation enables one to establish a friendly relationship with other participants(6.8%) of the sample. 24.1% of the participants did not want to participate again. The reasons can be as following: They do not want another baby(42.9%). The first paricipation in childbirth education gave enough knowledge about childbirth(21.4%). Another reason for not want to participate again was because they had a cesarean birth(14.3%). Only 7.1% of them responded with a negative view. A response that they do not need childbirth education after their operation can be traced back to the general belief that childbirth education is the place where one prepares for natural birth through the Lamaze breathing technique. Of the subjects, 91.4% suggested that this program could be recommended to other childbearing mothers, because this program gave educational content along with psychological stability for childbearing women. Of the subjects 41.4% did not see any efforts towards the welfare of the baby, where as 88.2% did. Among the subjects 58.6% made some effort to eliminate the discomfort of labor by breathing and imagination and breathing and walking. Further 41.7% of the 24 subjects did not do anything toward the welfare of the baby, because they did have a cesarean section so that they didn't have a chance even though they had been educated about childbirth. Also 33.3% of the subjects did not do anything toward the welfare of the baby, because they lacked a willingness. After leaving the hospital, only 75.9% of the subjects did some exercises. The subjects who tried participate this program with their husband accounted for 20.7% of the sample. Interviewing with the subjects solved some of the uneasiness and. fear of delivery, increased self-confidence in parenting and active coping in the delivery process.

• 지역사회간호학회지
• /
• 제12권2호
• /
• pp.397-405
• /
• 2001

The vision disturbances of school- age children has been recognized as and important school health problem. As the visual disturbances of the school-age children is recognized as the nation's health problem. the importance of the development of educational program for visual health should be emphasized. Recently, eyeball movement and other visual health management method has been introduced for prevention or recovery of decrease in visual acuity. But, the effect of eyeball movement was not confirmed yet. And, the controversy around the treatment effect is continued. The decrease of visual acuity is one of the important school health problem as well as it causes discomfort in daily life of the students. So, it should be considered as an important subject for school health and there is a need to develop an effective intervention program for visual health. The purpose of this study is to develop and evaluate the program with the recognition of the need of the intervention for visual health. The visual health promotion program was developed by the researcher and the program was initiated by the school. Nonequivalent control group pretest-posttest design was applied for study which examined the effect of the visual health promotion program. The subjects were 742 children (experimental group: 398; control group: 344). The experiment was composed of health education and eyeball movement. Health education was provided 5 times to the children in the class room. Children of experimental group exercised eyeball movement in the class, watching video for 10 minutes two times a day. The exercise was continued for 10 weeks. The result of the study were as follows. 1) change of visual acuity Before the intervention, mean of the visual acuity was .86 for the experimental group and .91 for control group. After the intervention, mean of visual acuity was .95 for the experimental group and. 90 for the control group. There was no significant difference in the change of visual acuity between experimental and control group. 2) change of refraction. In the experimental group, 327 eyes (41.08%) were normal vision and 469 eyes (58.98%) were eyes of refraction errors, 38.82 % of the total eyes were myopia. There was no significant change in the refraction in the children with myopia after the intervention. 3) Awareness of visual acuity, change of knowledge, behavior. and attitude (1) After the intervention, there was a significant difference in the awareness of visual acuity (experimental group: 70.10%. control group: 50.97%, p<.01). (2) After the intervention, there was a significant knowledge increase in the experimental group (pp<.01). (3) There was no significant difference in the visual health behavior after the intervention. (4) There was a significant positive change in the attitude related to visual health in the experimental group ( pp<.05). 4) There was a significant positive change in the subjective discomfort of the students. But, there was no significant change in the objective eye symptom after the intervention. Even though there was no effect in the visual acuity and the change of the refraction. subjective visual health as well as the attitude and knowledge' of the children and parents toward visual health was improved significantly. Also, there was an increase in the intention of change and the awareness for the visual health management. It is suggested that various educational strategies for visual health promotion should be developed and examined for the visual health promotion of the students.

• 초등상담연구
• /
• 제5권1호
• /
• pp.65-92
• /
• 2006

The objective of this study is to conduct survey analyses of the role perception and performance of homeroom teachers in elementary schools in Seoul as well as their students' expectations for teachers' role as counsellors. The study also aims to analyze the causes behind the lackluster performance, to provide assistance in teachers' counselling and guidance activities and collect basic data for providing a plausible orientation for elementary school counselling. Research topics for achieving these study objectives are as follows. First, what is the status quo of counselling between elementary school students and teachers? Second, what is the role perception of elementary school homeroom teachers as counsellors and their current level of performance? Third, what are the differences in students' expectations for homeroom teachers' role as counsellors according to students' environmental variables such as gender and grade? Fourth, what are the discrepancies between the roles perception and performance of elementary school homeroom teachers and role expectation of students for homeroom teachers' role as counsellors? In order to answer these questions, surveys were conducted for 229 teachers and 385 students in grades 4, 5 and 6 in 11 elementary schools in Seoul, and the results were analyzed. The questionnaires used for this study were modified and supplemented according to the research objectives based on survey questions released by Gyung-Beom Lee(1989), Hak-Soo Lee(2001) and Gi-Nam Gwon(2005). Statistical analyses were peformed using the SPSS for Windows 10.0 program. The results of the study can be summarized as follows. First, most elementary school homeroom teachers were involved in counselling activities, and about half of them were providing counselling once a month or less. The classroom was the primary location of counselling, and more than half of the surveyed teachers were dissatisfied with their counselling activities. The teachers cited overwhelming teaching hours and excessive work as the factors that made counselling difficult. Second, it was revealed that most elementary school students have had experiences of anguish and most have had some form of counselling. They mostly sought counselling from their parents and friends, and the reasons behind such choices were that they were very understanding. Third, most students responded that they have had no experience of receiving counselling from their homeroom teachers. Among those with counselling experience with their homeroom teachers, most said that the counselling was helpful. The most significant reason for not receiving counselling from their homeroom teachers was that the students had no worries to talk about with their teachers. Fourth, as a result of categorizing the role of elementary school homeroom teachers as counsellors according to the areas of counselling, role perception for each area turned out to be generally high, while performance was substantially lacking. Fifth, in terms of the causes for the lackluster counselling performance, overwhelming teaching hours and excessive work were indicated for counselling areas of academic and personality issues. Sixth, the analysis of students' expectations for elementary school homeroom teachers as counsellors for counselling areas according to gender and grade revealed that there was no overall statistical significance. Seventh, from the general perspective, the level of role perception of the homeroom teachers were higher than the level of students' expectations. In conclusion, in order to enhance the teacher's role as a counsellor, there has to be a concrete perception of roles as a primary premise, calling for training sessions and programs dedicated to counseling for the teachers to take part in. Moreover, in order to alleviate the most significant causes for undermining teachers' counselling activities - overwhelming teaching hours and excessive work - there must be administrative consideration as well as provisions for effective counselling centers and dedicated school counsellors.

• 대한한방소아과학회지
• /
• 제23권3호
• /
• pp.143-153
• /
• 2009

Objectives The purpose of this study is to get the basic information from patients how much they understood about their medication and also to know whether patients are making reasonable drug choice between Health Functional Foods and Herbal medicine. Methods 500 questionnaires were handed out to the parents of students in two elementary schools located in OO, Junlabukdo province. 421 questionnaires were completed to be evaluated. Results Among 421 subjects, 53.0% were female, and 47.0% were male. The percentages of the subjects consuming Health Functional Foods and herbal medicine were67.7% and 67.8%, respectively. Among those people who consumed Health Functional Food, 44.1% were using nutritional supplements, red ginseng or ginseng products (26.9%), chlorella products (11.5%), and plum extract products (7.7%). As for the reason to consume Health Functional Foods were varied, but 'in order to be healthy, although currently displaying no illness.'(43.0%) were the most responses among the given choices. On the other hand, the reason for consuming herbal medicine was 'In order to grow taller'(26.1%), 'In order to cure weak physical state frequently displaying common illnesses',(25.9%), and 'In order to cure diseases.'(23.3%). For the questions about effectiveness after consumption,the 69.9% subjects said that it seemed to be effected, and that % was slightly higher than that of subjects with consuming Health Functional Foods(64.4%). For question concerning preferences between Health Functional Foods and herbal medicine, 57.5% chose herbal medicine, and this percentage was higher than that of Health Functional Foods(42.5%).As for the reasons of additional consumption of the Health Functional Foods, subject answered as 'Easy to consume.'(41,6%), which was the most common among the subjects consuming Health Functional Foods. On other hand, the subjects of herbal medicine answered as that herbal medicine is 'more effective'(45.7%), and 'more trustworthy in preventing side-effects.'(40.3%). After consumption of the herbal medication, only 3.9% of the subjects consuming either Health Functional Foods or herbal medicine had side-effects. The most common side-effects were 'dermal reaction' which is normally caused by Health Functional Foods and 'indigestion' problems caused by herbal consumption. Conclusions According to the 421 subjects those involved in study, the percentages of consuming Health Functional Foods(67.7%) and herbal medicine(67.8%) were similar. The most commonly consumed products were a type of Health Functional Foods which were the nutrition-supplying products. Ginseng or red ginseng products were the next commonly used products. Health Functional Foods were commonly consumed for preventing illness and maintaining health rather than any other purpose. In contrary, herbal medicines were more commonly consumed for purposes such as for growth or treating certain type of disease. As a result of consumption, more than half of both subject replied as 'satisfied'. As for the side effects, dermal reaction was the most common problem for those with consuming Health Functional Foods, while indigestion was the most common side effect from the subjects with consuming herbal medicine.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제20권2호
• /
• pp.295-326
• /
• 2006

수학교육의 중요성에도 불구하고 아직까지 고등학교 교육현장에서는 많은 학생들이 수학에 흥미를 잃고 어려움을 느끼며 입학시험이라는 현실 때문에 진정한 의미의 '수학하는' 경험을 하지 못하고 있는 실정이다. 본 논문은 이러한 문제점을 해결하고 수학에 좀 더 자신감을 갖고 스스로 공부하는 수업방식을 찾고자 하였다. 따라서 요즈음 학생들의 인터넷 사용이 생활화되어 있으므로 수학사와 역사, 과학, 실생활 문제 활용 및 자기평가를 바탕으로 한 '수학적 힘의 신장' 프로그램을 개발하여 교실에서 수업한 내용을 동영상으로 제작하여 학생들로 하여금 반복학습 할 수 있게 함으로써 공교육의 내실화를 통한 자기주도적 학습력을 신장시키고자 하였다. 우선 수학교과의 자기주도적 학습력의 신장과 인터넷학습프로그램의 시청여건, 학생 학부모의 인터넷 활용 교육에 대한 관심도에 대하여 실태분석을 실시하였고 문헌연구를 통하여 기존의 수학교과에서의 수학사 지도의 의의 및 협력학습, 수준별 학습, 자기주도적 학습, 인터넷 활용수업에 대하여 살펴보았다. 실제 '수학적 힘의 신장' 프로그램 적용에 있어서 먼저 프로그램 정착을 위한 교육적 여건을 조성하고 교수-학습 자료를 수집하며 교수-학습 모형의 체계를 확립하고 인터넷 메일과 교실 기자재를 활용한 학습을 위한 자료를 개발하며 수학 학습계획의 확립 및 실천을 위한 지도를 실시하였다. 이 후 '수학적 힘의 신장' 프로그램을 적용한 수준별 협력 발표 학습의 교수-학습 모형을 적용함과 동시에 보충 보통 심화과정의 수준별 학습지를 제작, 활용하고 인터넷 이메일과 교실 기자재를 통한 수업 동영상 시청을 지도하였다. 또한 프로그램이 얼마나 효과가 있었는지에 대해 수학교과에 대한 흥미도 태도 및 수학과 학업성취도, 자기주도적 학습의 변화를 통하여 알아보았다. 마지막으로 수학학습에 학생의 자발적 참여를 위한 여건 마련과 '수학적 힘의 신장' 프로그램 및 이를 적용한 교실수업 동영상 자료 반복학습의 구안 및 적용에 관한 결론과 제언을 기술하였다.

• 한국잠사곤충학회지
• /
• 제2권
• /
• pp.1-31
• /
• 1962

본 연구는 견사중의 Cystine 성분을 가잠전과정을 통하여 기존재를 확인하고 견사구조중에서 cross linkage를 조성하고 있음을 확인하는데 있으며 다음과 같은 결론을 얻었다. 1. Cystine 결정체를 Folin 씨 방법으로 견사로부터 분리하였다. 2. 견사 및 그와 관련있는 과정에서 Sullivan 씨 방법으로 다음과 같이 분석하였다. 시료 Cystine 함유량 ％ A. 상엽단백질 0.175 B.잠란 0.33 C. 잠체 (탈지, 숙잠, 견사선제외) 0.41 D. 견사선 (숙잠) 1.23 E. 잠 0.0 F. 잠통 (탈지) 0.30 G. 잠아 (탈지) 0.60 H. 생계 0.22 I. Fibroin 0.175 J. Sericin 0.30 3. 잠체내의 Cystine 존재는 상엽에서 0.175%, 견사선에서 0.12%의 Methionine을 확인함으로 생화학적의의와 더불어 재확인하였다. 4. 견사선내의 Sulfhydryl 화합물은 Sericin과 Methionine으로 전환하는 동시에 전자는 액상견으로 분비되어 견사를 구성하고 후자는 영양목적으로 견사선세포 육성에 사용되는 것으로 믿어진다. 5. Cystine 성분량은 상품종, 잠품종, 자웅성, 육종과정과 사육환경에 따라 변화한다. 6. 잡종강세로 육성된 교잡종은 원잠종보다 효과적인 성장을 위하여 더욱 많은 영양성 아미노산을 필요로 한다. 7. 여기한 관찰을 통하여 견사중 아미노산조성은 어느정도 변화하는 것이며 Cystine은 섬유의 무정형부분 특히 Sericin에 함유되고 있다. 8. 순수한 Cystine 또는 양모 Cystine을 첨식한 결과 하등의 이익점을 초래하지 못하였음으로 상엽중에 함유되어있는 Cystine과 Methionine 함유량은 잠아의 영양생리에 충분한 것으로 보인다. 9. 견사중의 disulfide cross linkage는 Harris 씨 방법과 여러가지 염류와 산에 의한 수축현상으로 확인하였고 양모와 대조하여 시험하였다. 10. 본 연구중 견사의 사상구조와 액상견의 입망상구조를 현미경으로 포착하였다. 액상견의 입망상은 입상 peptide의 OH ion과 물의 H ion의 인력관계로 형성되고 있다는 것을 기 film의 배열상태로 고찰하게 되었고 상엽단백질의 입망상은 견사의 사상형성에 적당한 사료임을 보이고 있다. 11. 본 논문을 통한 Cystine 존재는 비록 그 량이 적지마는 견사중의 Cystine 전무에 대한 종래관념을 전환시킬 것이다.

• 모자간호학회지
• /
• 제4권1호
• /
• pp.41-51
• /
• 1994

The purposes of this study were to identify responses of nursing students following clinical maternity nursing practice, to develop data of further effective clinical maternity nursing practice, to understand nursing students perceive the natural maturation process toward pregnancy delivery and puerperal process, to help the nursing students achieve personality growth and development through clinical maternity nursing practice. The subjects were 35 senior nursing students from the Department of Nursing Science of Chung-Ang University. The data were collected from the 1st semester (Feb.22$\sim$June 9) to the 2nd semester(Aug.23$\sim$Nov.10), 1993 through self-reporting using an open ended questionnaire about perception and feelings regarding the normal delivery process. The data analysis used descriptive method. Results of the study were as follows : 1. Following clinical practice in maternity nursing, the responses of the nursing students were collected included both positive and negative aspects. The positive responses were classified in to four categories and each category included subgroups. One group, labelled as $\ulcorner$The birth of noble life$\lrcorner$ had a subgroup, (I felt the mystery and wonder of life), another group, $\ulcorner$After delivery, comfort and satisfaction$\lrcorner$ with the subgroup (I can bear to see the comfort and relief beyond pain) (C/S is better than vaginal delivery) (Very easy), the 3rd group, $\ulcorner$ I realized family friendship and support$\lrcorner$ with subgroup (Honorable, Magnificient) (I thank my parents ) (It's good to looking at my husband's support), and the 4th group, $\ulcorner$The birth of a healthy baby$\lrcorner$, with its subgroup, (baby looks pretty and healthy). 2. The negative responses were classified in eight categories and each category included subgroups. One group labelled as $\ulcorner$Fear$\lrcorner$, had subgroups of (Terrible, Horrible) (Shock) (Dread), another group, $\ulcorner$Tension$\lrcorner$, and its subgroup, (I became tense about stories heard before clinical practice), the 3rd group, $\ulcorner$surprise$\lrcorner$ and its subgroup (I was surprised at the delivery process), the 4th group, $\ulcorner$Power lessness$\lrcorner$ and its subgroup, (I watched the labor pain impatiently), the 5th group $\ulcorner$Apathy$\lrcorner$ ; and its subgroup, (I didn't feel the empathy for the labor pain of the pregnant women), the 6th group, $\ulcorner$Disgust$\lrcorner$ and its subgroup, (Disgust, Embarrassed), the 7th group, $\ulcorner$Inevitable destiny$\lrcorner$ and its subgroups (necessity of self-sacrifice and difficulty) (I accepted it as a women's destiny) (I can't do it), the last group, $\ulcorner$There seems to be trouble$\lrcorner$ and its subgroup, (It seems to have been a little too hard for mother and baby). Suggestions for further studies are as follows : 1. Nursing students should receive intensive education about $\ulcorner$The birth of noble life$\lrcorner$ $\ulcorner$After delivery, comfort and satisfaction$\lrcorner$ $\ulcorner$I realized family friendship and support$\lrcorner$ $\ulcorner$The birth of a healthy baby$\lrcorner$, so that a more positive attitude can be developed before clinical maternity nursing. 2. Nursing students should be given an orientation which is reality based and related clinical maternity nursing (using for A.V. Materials), so that they will not feel they tension, of the negative categories. 3. Nursing students should be received articles on Pain Relief Method, so that they will be prepared activie and positive in the clinical practice, and therefore they will not feel the powerlessness, of the negative categories. 4. F/U for responses of nursing students should be checked following clinical maternity nursing to evaluate the effects of the instruction.

• 동아시아식생활학회지
• /
• 제17권3호
• /
• pp.351-363
• /
• 2007

Previously, we analyzed for nutrition knowledge and the use of nutrition knowledge in the everyday lives of students in order to develop nutrition education programs that focus on desirable behavior change. From this, we found that female students desired to participate in nutrition education more than male students, and regarding their concerns for nutrition education, 73.2% of the females and 50.0% of the males displayed interest in 'obesity and the regulation of body weight'. Therefore, this study showed female students give more attention to the obesity and the regulation of body weight than male students(p=.000<.001). In addition, female students had higher interests($8.63{\pm}1.67$) than male students ($7.45{\pm}2.03$) in nutrition knowledge(p=.000<.001). By investigating the use of nutrition knowledge in everyday life, our research indicated that the actual use of nutrition knowledge was less. To encourage students to persue dietary lives addressing the concerns confirmed above, the following needed to occur. 1) Provide them nutrition information for the main processed foodstuffs encountered when dining out(breads, cakes, cookies, and carbonated beverage). 2) Teach them to read food nutrition labels. 3) Help them find a lifestyle connection through lasting self-management methods and the generation of social support. Accordingly, this required developing effective and practical nutrition education programs that considered regional characteristics and gender differences. The most important factors considered during nutrition education program development were the need for motivation and ongoing education by stage of change, rather than temporal education through specific problem analysis, in order that those being educated may bring about a change of behavior by themselves. Therefore, from this study, we have suggested the use of multilateral operating strategies for successful nutrition education. In addition the phase model of behavior change should be applied. Our programs were aimed at self owned nutritional management so that students could master their own methods for acquiring skills and enjoying dietary life. The research may be summed up as follows. First, the purpose of education at the recognition stage of change was to attempt motivation for nutrition improvement, by analyzing the problems such as food buying habit and the main purchasing viewpoints when dining out. Second, the purpose of education at the action stage of change was to help students acquire of concrete methods for behavior modification by linking the program to their home as well as to teachers with various activities that suited the situation at school. This was done by analyzing the processes and decisions pertaining to dining out the main processed foodstuffs and principal components, etc. through data and experimental practice. Third, the purpose of education for changing of habits and values, or the maintenance stage, was to investigate the various reasons that undesirable behaviors were induced, and then determine a lasting self-management method as well as how to generate social support. If the nutrition education program developed in this study is utilized on site, someone in the primary role as the nutrition educator and trained specifically in nutrition, can help induce the health promotion in the community as well as lasting dietary management, by executing a link with families in parallel with educating teaching staff and students' parents. In addition, this program can playa role in the government policies related to the health promotion for our youth who are the foundation of our nation and who can enhance our national competitive power.