• 한국학교ㆍ지역보건교육학회지
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• 제12권3호
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• pp.101-109
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• 2011

The purpose of this article is to introduce the Sports, Play, and Active Recreation for Kids (SPARK) physical education curriculum. SPARK is a model for health-related, research-based and evidence-based physical education programs in the United States. The outcome of school physical education can relate to public health, but there exists few evidence-based physical education programs reporting health-related variables. School physical education can provide more opportunities for children and adolescents to be physically active and to learn more about healthy lifestyles. However, physical education programs have been cut and eliminated due to lack of funding in the U.S. as in South Korea. Although facing these problems, SPARK programs have been implemented in over 50% of schools, after school programs and coordinated school health programs in the U.S. This article reviewed: (a) background information of the SPARK program, (b) examples of effective interventions, and (c) methods of dissemination to schools nationally in the U.S. The methods showed in SPARK may use as a model for researching, developing and implementing new physical education(PE) program and after school programs in Korea.

• International Journal of Human Ecology
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• 제17권2호
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• pp.1-15
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• 2016

This is a descriptive study that introduces programs that support family caregivers looking after the elderly, by focusing on the case of Georgia, in the United States. The U.S. is one of the few countries that support family caregivers by law. In this study, we focus on the evidence-based interventions implemented through the Alzheimer's Disease Supportive Services Program (ADSSP), a federal policy that complements the National Family Caregiver Support Program (NFCSP). Our findings show that one-on-one evidence-based programs (EBPs) for family caregivers are both economical and effective in assisting caregivers. In our discussion, we highlight how the implementation of the latest EBPs can build an infrastructure to support family caregivers. ADSSP funding is useful as it constructs a caregiver support through the implementation of programs in the local community. The result is the creation of a well-coordinated division of labor among government agencies, academia and NGOs, which produces a synergetic effect in funding, research and development, translation and implementation of programs, and staff training. We conclude that the implementation of EBPs funded by the government is a useful reference for Korea and other rapidly aging countries, if we are to create an infrastructure for caregiver support, which can effectively prevent a crisis in caregiving.

• 치위생과학회지
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• 제23권4호
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• pp.330-342
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• 2023

Background: As the medical knowledge base grows at an accelerating rate, evidence-based clinical performance becomes increasingly important for providing quality care. Previous studies have highlighted the need to promote job crafting to actualize evidence-based practical skills in the medical field. This study aimed to investigate the degree of evidence-based practice among dental hygienists and assess the impact of job crafting on the evidence-based practical skills of dental hygienists. Methods: Dental hygienists working at dental hospitals and clinics in Seoul and Gyeonggi Province were surveyed between February 28 and April 6, 2023. The sample was comprised of 267 participants. The hypotheses were tested independent t-tests, one-way analysis of variance, Pearson's correlation coefficients, and multiple regression analyses using SPSS 29.0. Results: The degree of job crafting by dental hygienists demonstrated significant differences based on educational attainment, workplace size, and workplace type. Evidence-based practical skills exhibited significant variations based on educational attainment and job position. All job crafting subfactors demonstrated positive correlations with evidence-based practical skills. The job crafting subfactors affecting the evidence-based practical skills of dental hygienists were 'increasing structural job resources' and 'increasing challenging job demands,' which together explained 38.7% of the variance in evidence-based practical skills. Conclusion: This study demonstrates that job crafting was positively and significantly correlated with evidence-based practical skills. To strengthen the job crafting ability of dental hygienists, improving environmental conditions and fostering an organizational culture that motivates continued participation in education is necessary. The development and promotion of programs that enable learning of the latest evidence should be actively pursued. Additionally, regular attendance at workshops and participation in organizational evidence-based practice education programs are necessary.

• 한국임상보건과학회지
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• 제3권4호
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• pp.476-489
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• 2015

Purpose. The purpose of this study was to investigate the evidence-based pain management knowledge, performance and Evidence-Based Practice(EBP) attitude of nurses at small-medium sized hospitals. Methods. The sample of this study were 214 nurses. Data were analyzed by descriptive statistics, t-test, ANOVA, Pearson's correlation and stepwise multiple regression using SPSS/Win 21.0 Results. Evidence-based pain management knowledge score averaged $3.95{\pm}0.43$, with significant differences depending on clinical experiences. Performance score averaged $3.77{\pm}0.51$. EBP attitude score averaged $3.21{\pm}0.57$, and significant differences were evident depending on hospital division and clinical setting. Evidence-based pain management knowledge and EBP attitude were significant predictors of evidence-based pain management performance. Conclusions. This result indicates that education and training programs to facilitate evidence-based pain management knowledge, performance, and EBP attitude are needed among nurses.

• 가정간호학회지
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• 제22권2호
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• pp.196-205
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• 2015

Purpose: This study investigated evidence for the effects of community-based cognitive rehabilitation programs for demented elderly. Methods: The literature review covered studies between 2004 and 2014, and searched international databases including Ovid-MEDLINE, EMBASE, and the Cochrane Library. The Risk of Bias Assessment Tool for Non-Randomized Studies was used by two reviewers to evaluate independently the quality of the selected articles. Results: Eighteen studies were selected through a systematic search of the literature. About three quarters of the studies showed that the community-based cognitive rehabilitation programs provided by nurses were significantly effective in enhancing cognition among elderly individuals with dementia. Conclusion: Based on these results, we suggest that nurse is an appropriate profession to manage cognitive rehabilitation or cognitive enhancement programs for demented elderly individuals. Therefore, the current system in which caregivers provide cognitive rehabilitation programs for demented elderly individuals must be reformed.

• 기본간호학회지
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• 제18권3호
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• pp.300-309
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• 2011

Purpose: The purpose of this study was to investigate facilitators of evidence-based practice (EBP) in Clinical Nurses. Method: The instruments used in study were the EBP facilitator scale developed by Nagy et al. and a questionnaire on EBP-related characteristics. Data were collected from 230 nurses at a tertiary hospital and analyzed by descriptive statistics. Results: Compared to previous studies, this study showed that nurses had more experience related to research courses and clinical research. However, the proportion of nurses who reviewed relevant articles still remained low. The respondents had positive perceptions of organizational supports for EBP and belief in the value of EBP, whereas they had negative perceptions of skills in locating and evaluating research reports, knowledge of research terms and statistics, and time to devote to EBP. Conclusion: The findings of the study provide important basic data to develop and implement an EBP programs. In future, EBP programs should cover the nurses' skills to search and review research literature as well as their knowledge of research terms and statistics. Furthermore, nurses will require help to ensure that there is adequate time to devote to EBP.

• 임상간호연구
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• 제30권1호
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• pp.1-10
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• 2024

Purpose: This study aimed to investigate the competency in evidence-based practice, critical thinking disposition, digital literacy, and nursing informatics competence, and to identify the factors influencing the competency in evidence-based practice among nurses. Methods: The participants in this study were 196 nurses from a university hospital in J-city. Data were collected from December 1 to December 30, 2023. The collected data were analyzed with the SPSS 26.0 program using descriptive statistics, independent t-test, one-way analysis of variance, Scheffé test, Pearson's correlation coefficients, and multiple regression analysis. Results: The results showed that the factors influencing the competency in evidence-based practice included nursing informatics competence, critical thinking disposition, digital literacy, and having a master's degree. The participants with a master's degree demonstrated higher competency in evidence-based practice compared to those with a three-year degree or a four-year degree, and a total explanatory power was 53.1%. Conclusion: In this study, critical thinking disposition, digital literacy, and nursing informatics competence were influential factors in competency of evidence-based practice. Therefore, a variety of intervention programs should be developed to enhance the impact of these factors on nurses' competency in evidence-based practice.

• 대한화학회지
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• 제60권1호
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• pp.39-47
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• 2016

이 연구의 목적은 논의기반 탐구 활동에서 협상이 중학생의 주장과 증거 생성 능력에 미치는 영향을 알아보기 위한 것으로 논의기반 탐구 활동에서 학생들이 작성한 주장과 증거의 수준을 분석하였다. 이 연구는 남녀공학 중학교 1학년 4개 학급 학생(126명)을 대상으로 1년에 걸쳐 5개의 활동을 적용하였다. 활동을 분석하기 위한 평가틀을 개발하여 주장과 증거를 분석하였으며 주장과 증거의 생성 과정을 알아보고자 활동 후에 학생 인터뷰를 실시하여 분석하였다. 연구 결과는 논의기반 탐구 활동에서 학생들이 제시한 주장과 증거는 개별 활동에서 조 활동으로 진행됨에 따라 주장과 증거의 수준이 높아졌고, 활동이 거듭됨에 따라 전반적으로 향상되는 경향을 나타냈다. 이는 논의기반 탐구 활동을 통하여 학생들이 내적 및 외적 협상을 경험하면서 수준 높은 주장 및 증거를 형성하게 된 것임을 보여준다.

• 대한간호학회지
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• 제42권7호
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• pp.917-927
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• 2012

Purpose: A curriculum development model is presented to examine the processes necessary to develop new programs or evaluate existing programs within the philosophy of outcomes-based education in nursing, especially in the context of accreditation. The philosophy of outcomes-based education is to produce individuals who can demonstrate the evidence of competencies in designated areas of education. For nursing education, this means competencies in performing the role of professional nursing as defined by the profession and social needs at the beginning level upon completing a nursing program. Methods: A curriculum development model has been developed analytically based on the literature and experiences. Results: A 10-step process framework incorporating the tenets of outcomes-based nursing education is illustrated. Conclusion: This curriculum development framework can be applied in developing new educational programs in nursing or to evaluate and revise existing programs in anticipation of the accreditation process that is moving with a full force in such countries as Korea.

• 의학교육논단
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• 제23권1호
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• pp.11-22
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• 2021

This review of the literature explored the experiences and effects of peer-assisted learning in basic medical education. Peer-assisted learning is most commonly utilized to teach clinical skills (including technical skills) and medical knowledge (76.4%). It has also been used, albeit less frequently, to facilitate small-group discussions including problem-based learning, to promote students' personal and professional development, to provide mentoring for career development and adaptation to school, to give tutoring to at-risk students, and to implement work-based learning in clinical settings. Near-peer learning is a common type. The use of active learning techniques and digital technology has been increasingly reported. Students' leadership had frequently been described. Student tutor training, programs for teaching skills, institutional support, and assessments have been conducted for effective peer-assisted learning. There is considerable positive evidence that peer-assisted learning is effective in teaching simple clinical skills and medical knowledge for tutees. However, its effects on complex skills and knowledge, small-group discussions, personal and professional development, peer mentoring, and work-based learning have rarely been studied. Additionally, little evidence exists regarding whether peer-assisted learning is effective for student tutors. Further research is needed to develop peer-assisted learning programs and to investigate their learning effects on student tutors, small-group discussion facilitation, personal and professional development, peer mentoring, and peer-led work-based learning in the clinical setting in South Korea. Formal programs and system advancement for a student-led learning culture is needed for effective peer-assisted learning.