• 한국융합학회논문지
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• 제11권12호
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• pp.329-341
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• 2020

COVID-19가 전 세계를 휩쓸면서 지금까지만 해도 4,500만명 이상의 확진자와 100만 명이 넘는 사망자가 발생했고, 당분간 이런 상황이 계속될 것으로 보인다. 특히 이탈리아나 스페인 등을 비롯한 유럽의 경우에는 감염자의 절반 이상이 요양시설에서 발생했고, 미국에서도 노인요양시설에서 4천여 명이 사망한 것으로 보고되고 있다. 때문에 포스트코로나 이후에 당면하게 될 문제는 집단돌봄에 대한 근본적 해결 요구와 가정 중심 서비스로의 이동에 있게 될 것이다. 특히 ICT 등 4차 산업 기술을 접목한 가정중심돌봄, 즉 초 기술을 기반으로 하는 커뮤니티 케어의 정착과 확장에 관한 논의가 점점 더 활발해질 것으로 보인다. 이로 인하여 4차 산업과 사회보장·사회복지를 어떻게 구체적으로 결합할 것인가라는 과제가 주어진다. 이른바 스마트웰페어시티를 어떻게 만들어 국민의 사회보장과 복지에 기여할 것인가가 바로 그것이라고 할 것이다. 이러한 상황에서 본 논문은 선행연구에서 다루었던 사회보장플랫폼에 관한 내용 중 그 기능과 범위 및 스마트웰페어시티 개념의 확정과 확장가능성을 통해 비대면 돌봄의 개념과 범위 및 내용 등을 고찰하였다. 이는 우리 사회가 지향하고자 하는 사회보장·사회복지영역에서의 스마트시티를 구현함으로써 커뮤니티 케어나 Aging in Place를 실현하고자 하는데 나름의 중요한 의미를 가지는 것이라고 판단된다. 다만 비대면 돌봄서비스의 구현을 위한 정책적, 법·제도적 관점에서의 구체적 방안이 무엇인지에 대해 다루지 못하고 있는 점은 아쉬운 부분이며 향후 이에 대한 연구가 필요하다는 점에서 한계가 있음을 밝혀둔다. 본고에서 다루고 있는 내용들이 스마트웰페어시티 뿐 아니라 행정·실천·법제 등을 비롯한 사회보장·사회복지체제 내지 전달체계 등에서의 방향과 미래상을 제시하고, 궁극적으로는 인간의 삶의 질 향상이라는 목표를 달성하는데 기여할 수 있기를 기대해 본다.

• 간호행정학회지
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• 제2권1호
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• pp.35-56
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• 1996

Nowerdays, the increase of traffic accidents and old age population make the Femoral Neck Fracture(FNF) patients increase. By the improvement of education and standard of living the patients demand better medical service than before. This study is designed to give practical help for the FNF patients by observing their hospital life and establish practical nursing strategies for the FNF patients. For these purposes the Ethnographic Participant Observation was adopted. By this study is focused on the hospital life patient's view. For this end, the field study adopted orthopedic ward in the C University Hospital with 400 beds in Seoul. The object patients of the study were twelve patients. The patients experienced five stages : Embarrassment, Conflict, Stability, Independent, and Extension Stage. The findings and prepared nursing strategies are stated as follows. First, in the Embarrassment Stage they suffered embarrassment, anxiety, pain, they could not do ordinary things. The patients who accidental fractures had anxiety from unfamiliar tests and from hospitalization itself. They lamented that they could not ordinary things, and do nothing but obeying the hospital, and endure the pain. They recognized the changed environment and resigned themselves to life in the ward. In this stage, full openness by the nurses is needed. Second, the attribute of the Conflict Stage were conflict, fear, curiosity, belief, reflection. When they sign the consentment form, they experience conflicts about the possibility of complication, fear of recovery from anesthesia, curiosity about the operation procedure, post - operation state, reflection on their past life, and promise to care for their family members after discharge and keep their religious life faithfully. And they accepted the operation depending on God, believing in modern medicine, and the surgeon. Asking for their changed informations, they expected positive results from the operation. In this stage, an empathic attitude by the nurses is needed. Third, the attribute of the Stability Stage were relief, gratitude, difficulty with excretion, and pain. When they awoke from anesthesia, they felt relief because of a the end of the operation, but they experienced extreme pain, difficulty of excretion in bed. They accepted the changed environment and expected recovery. In this stage, support by the nurses is needed. Fourth, the attributes of the Independence Stage were freedom, exercise, nurturing, anxiety, and discomfort. When they ambulated and exercised, they experienced freedom. They showed exhibited weakness of the digestive organs and discomfort hospital's space, structure, and facilities, the delay of medical certificate issue the lack of prompt response by the medical agents. They ate nurturious food and felt anxiety on the end of hospital life and returning to their ordinary life. They showed the independence of overcoming their environment by increasing exercise and expected their discharges. In this stage, respect by the nurses is needed for the patients to, overcome their environment and prepare for their independence. Fifth, the attributes of the Extension Stage were pessimism, isolation, dissatisfaction, and pain. Accompanied injury and old age made their ward life extend to over seven weeks. They exhibited weariness, melancholy, skeptisis, general pessimistic feeling, and desperation caused by their isolated life. They experienced the digestive discomfort caused by the prolonged medication and psycological pain caused by long-time hospitalization. As a, result, their dissatisfaction on the human, physical, and systematic environments had been increased. They acquired critical power and sought for something to do spending their time. They expected vaguely about the returning of their ordinary life. In this stage, counseling is needed by the nurse to overcome positively their psychological, social, and physical problems. The process of the FNF patient's ward life starts from the dependent state, when they are hospitalized, and gradually progresses to self-fulfillment in order to keep independent life. As a result, the FNF patients showed "Response in Challenge" or "Adaptation in Conflict" through their experiences of social, physical, and psychological difficulties.

• 생명과학회지
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• 제19권6호
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• pp.735-743
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• 2009

Naringill은 레몬, 오렌지에서 발견되는 flavonoid계열에 속하는 물질로 여러 식물과 과일에 다량 함유되어 있다. 항암, 항산화 작용을 하는 것으로 알려져 있는 Naringin을 ovalbumin (OVA)으로 유도한 천식(asthma) 생쥐모델을 이용하여 치료효과를 알아 보았다. 기관지 폐포 세척액을 회수하여 백혈구의 수적 변화, 제2형 협조T세포 (Th2 cell)가 생산하는 Il-4, IL-5의 생산에 미치는 영향과 폐조직에서 matrix metalloproteinase (MMP)-9 활성을 측정하였다. 또한, 최근에 Th1/Th2 전사인자로서 GATA-3가 밝혀졌는데 이번 실험에서 Naringin이 ovalbumin (OVA)으로 유도한 천식(asthma) 생쥐모델에서 Th1, Th2 싸이토가인과 유전자 발현을 조절할 수 있는가에 대하여 알아보았다 그 결과 기관지 폐포 세척액에서 OVA로 감작하여 천식을 유도한 실험군에서는 호산구의 현저한 증가, Th2 형 싸이토가인 (IL-4, 1L-5)의 증가가 관찰되었다. 그러나 Naringin 을 투여한 그룹에서는 OVA의 감작에 의하여 증가한 각종 염증성 지표들이 감소하거나 정상화 되었다. 또한 OVA에 의하여 증가된 기도저항성이 Naringin 투여에 의하여 감소하였으며 폐조직의 염증성 소견도 뚜렷하게 감소되었다. 이와 같은 연구 결과는 Naringin이 천식의 치료에 유용하게 쓰일 수 있음을 시사해준다.

• 기독교교육논총
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• 제67권
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• pp.11-44
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• 2021

21세기 초반 제4차 산업혁명 기술과학의 발전 속에서 갑자기 다가온 코로나19 전염병의 세계적 대유행은 한국사회의 산업, 경제, 사회, 교육, 문화, 종교 등 모든 분야가 큰 어려움을 겪고 있다. 코로나19 전염병의 확산을 막기 위한 정부 방역 당국의 방역 지침은 안전을 위하여 '삼밀금지', 즉 밀집, 밀접, 밀폐를 금지 혹은 축소하는데 초점이 있다. 이러한 방역 지침은 한국교회는 물론 주일학교 운영을 더욱 어렵게 만들었다. 일반적으로 20세기 후반에 들어서면서 한국교회 주요 교단의 통계자료를 살펴보면 교회 성장의 정체 혹은 퇴조기에 들어섰음을 보여주고 있다. 주일학교 역시 학생 수가 감소되고 있음을 알 수 있다. 연구자는 21세기에 들어서면서 한국교회 주일학교의 위기를 가져온 원인을 네 가지로 파악하였다. 첫째, 포스트모더니즘의 경향성인 근대 보편주의의 해체, 지식의 확실성과 객관성의 해체, 거대담론의 해체와 분산의 세계관 등의 영향이다. 둘째, 한국사회의 인구절벽시대에 노인 인구의 증가와 반대로 젊은 인구가 감소하는 현상이다. 한국교회 미래의 주인공이 될 젊은 인구가 감소하기 때문에 주일학교는 위기에 직면해 있다. 셋째, 코로나19 팬데믹에 따른 교회와 주일학교 교육활동의 제약이다. 마지막으로, 교회의 비전 상실과 교육열 감소 현상 등으로 분석하였다. 이에 따라 연구자는 한국교회의 다수를 차지하고 있는 교인수 200명 이하 규모에서 운영하는 주일학교를 염두에 두면서, 다음 세대를 위한 주일학교의 새로운 방향을 네 가지 내용으로 제시하였다. 첫째, 모든 것이 불확실하고 상대화된 포스트모던 시대에 절대적 기독교 진리를 확신하는 교사가 필요하다. 둘째, 젊은 세대의 인구가 감소하는 인구절벽 시대에 가정 친화적인 주일학교 패러다임으로 전환이 필요하다. 셋째, 위드 코로나19 시대에 대면과 비대면을 적절히 활용하는 방식의 교육활동이 필요하다. 마지막으로, 어려운 시대적 상황에 처한 한국교회 주일학교는 그럼에도 불구하고 '주님의 지상명령'(The Great Commandment, 마 28:18-20)을 따라 복음을 전파하고, 가르치는 교육의 비전과 열정을 회복해야 할 것이다. 본 연구가 모두가 어려운 시대에 한국교회를 다시 세울 미래세대를 위한 주일학교 교육활동에 작은 단초가 되기를 소망한다.

• 벤처창업연구
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• 제17권5호
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• pp.49-65
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• 2022

본 연구는 여성창업활성화를 여성창업가의 특성과 역량을 파악하기 위해 심층 인터뷰를 토대로 탐색연구를 실시하였다. 이에 본 연구에서는 8명의 여성창업가를 대상으로 한 심층 인터뷰를 통해서 창업태도(독립욕구, 개발욕구, 호의적여건), 창업진입률, 창업동기, 창업활동과 제약조건 등에 관한 주요 내용을 분석해 보았다. 그 결과, 첫째, 여성창업가들의 창업태도는 자기만족을 느끼는 데서 성공의 경영을 하고자 하는 동기가 강하며, 독립과 자아실현이 우선시하는 특성이 있으며, 창업에 대한 주변의 호의적 여건이 중요한 것으로 나타났다. 둘째, 여성의 창업진입률에서 남성과의 개인적 차이, 사회적 구조요인은 큰 영향이 없는 것으로 나타났다. 셋째, 여성들의 가장 중요한 창업동기는 도전정신과 자기만족감, 일과 가족의 균형을 맞추려는 욕구가 여전히 강한 것으로 나타났다. 넷째, 여성창업가들은 자원접근 측면에서는 남성창업가와 여성창업가 간에 인식 차이가 거의 없으나 네트워크에서 차별이 어느 정도 존재하는 것으로 나타났다. 다섯째, 여성창업가의 주요 업종은 소규모 기업이고 이익률이 낮은 업종, 성장과 매출액이 낮은 업종에 집중되는 경향이 나타나고 있다. 마지막으로 여성창업활동의 장애요인은 여전히 존재하는 것으로 나타났다. 본 연구 결과를 토대로 다음과 같은 시사점을 제시한다. 첫째, 본 연구에서는 주로 여성들이 창업을 하고 기업을 경영하면서 겪는 경험이나 사회적 환경의 특성을 파악하였다는 점에서 차별화된다. 둘째 본 연구에서 여성창업가의 경우 여성만의 창업 장애요인은 높지 않으며, 충분히 극복할 수 있다고 주장하여 여성창업에 대한 긍정적 인식을 확산할 필요성이 제기된다. 마지막으로 여성기업의 창업은 남성기업의 창업보다 기업규모에서 상대적으로 영세한 것으로 나타나고 있다. 이는 향후에 여성창업이 여성의 사회적 경험이나 직장생활에서의 관리능력에 의한 기회적 창업도 중요하지만 전문적인 기술창업도 활성화하도록 정부의 지원정책이 필요하다.

• 대한간호학회지
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• 제2권1호
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• pp.3-33
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• 1971

Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

• 한국과학교육학회지
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• 제16권4호
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• pp.376-388
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• 1996

The first and the second "Discussion Contest of Scientific Investigation" was evaluated in this study. This contest was a part of 'Korean Youth Science Festival' held in 1993 and 1994. The evaluation was based on the data collected from the middle school students of final teams, their teachers, a large number of middle school students and college students who were audience of the final competition. Questionnaires, interviews, reports of final teams, and video tape of final competition were used to collect data. The study focussed on three research questions. The first was about the preparation and the research process of students of final teams. The second was about the format and the proceeding of the Contest. The third was whether participating the Contest was useful experience for the students and the teachers of the final teams. The first area, the preparation and the research process of students, were investigated in three aspects. One was the level of cooperation, participation, support and the role of teachers. The second was the information search and experiment, and the third was the report writing. The students of the final teams from both years, had positive opinion about the cooperation, students' active involvement, and support from family and school. Students considered their teachers to be a guide or a counsellor, showing their level of active participation. On the other hand, the interview of 1993 participants showed that there were times that teachers took strong leading role. Therefore one can conclude that students took active roles most of the time while the room for improvement still exists. To search the information they need during the period of the preparation, student visited various places such as libraries, bookstores, universities, and research institutes. Their search was not limited to reading the books, although the books were primary source of information. Students also learned how to organize the information they found and considered leaning of organizing skill useful and fun. Variety of experiments was an important part of preparation and students had positive opinion about it. Understanding related theory was considered most difficult and important, while designing and building proper equipments was considered difficult but not important. This reflects the students' school experience where the equipments were all set in advance and students were asked to confirm the theories presented in the previous class hours. About the reports recording the research process, students recognize the importance and the necessity of the report but had difficulty in writing it. Their reports showed tendency to list everything they did without clear connection to the problem to be solved. Most of the reports did not record the references and some of them confused report writing with story telling. Therefore most of them need training in writing the reports. It is also desirable to describe the process of student learning when theory or mathematics that are beyond the level of middle school curriculum were used because it is part of their investigation. The second area of evaluation was about the format and the proceeding of the Contest, the problems given to students, and the process of student discussion. The format of the Contests, which consisted of four parts, presentation, refutation, debate and review, received good evaluation from students because it made students think more and gave more difficult time but was meaningful and helped to remember longer time according to students. On the other hand, students said the time given to each part of the contest was too short. The problems given to students were short and open ended to stimulate students' imagination and to offer various possible routes to the solution. This type of problem was very unfamiliar and gave a lot of difficulty to students. Student had positive opinion about the research process they experienced but did not recognize the fact that such a process was possible because of the oneness of the task. The level of the problems was rated as too difficult by teachers and college students but as appropriate by the middle school students in audience and participating students. This suggests that it is possible for student to convert the problems to be challengeable and intellectually satisfactory appropriate for their level of understanding even when the problems were difficult for middle school students. During the process of student discussion, a few problems were observed. Some problems were related to the technics of the discussion, such as inappropriate behavior for the role he/she was taking, mismatching answers to the questions. Some problems were related to thinking. For example, students thinking was off balanced toward deductive reasoning, and reasoning based on experimental data was weak. The last area of evaluation was the effect of the Contest. It was measured through the change of the attitude toward science and science classes, and willingness to attend the next Contest. According to the result of the questionnaire, no meaningful change in attitude was observed. However, through the interview several students were observed to have significant positive change in attitude while no student with negative change was observed. Most of the students participated in Contest said they would participate again or recommend their friend to participate. Most of the teachers agreed that the Contest should continue and they would recommend their colleagues or students to participate. As described above, the "Discussion Contest of Scientific Investigation", which was developed and tried as a new science contest, had positive response from participating students and teachers, and the audience. Two among the list of results especially demonstrated that the goal of the Contest, "active and cooperative science learning experience", was reached. One is the fact that students recognized the experience of cooperation, discussion, information search, variety of experiments to be fun and valuable. The other is the fact that the students recognized the format of the contest consisting of presentation, refutation, discussion and review, required more thinking and was challenging, but was more meaningful. Despite a few problems such as, unfamiliarity with the technics of discussion, weakness in inductive and/or experiment based reasoning, and difficulty in report writing, The Contest demonstrated the possibility of new science learning environment and science contest by offering the chance to challenge open tasks by utilizing student science knowledge and ability to inquire and to discuss rationally and critically with other students.