• Journal of the Korean Society of School Health
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• v.28 no.3
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• pp.220-228
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• 2015

Purpose: The purpose of this study is to investigate changes in health promoting life style and weight control behavior among nursing students during their two years of college, and to identify the relationship between the changes and their perceived health status. Methods: The subjects were 264 female students in a three-year nursing college in Seoul, Korea. Data was analyzed by paired t-test, Wilcoxon signed-rank test, and multiple logistic regression using SPSS ver.21. Results: Of the six sub-categories regarding health promoting life style, five except spiritual growth showed improvement after two years, but their perceived health status did not change significantly. The number of students who engaged in weight control behavior increased, but there was no change in the number of students who engaged both in weight control and in diet. The group which recorded high scores in perceived mental health status showed 1.2 times greater positive changes in health promoting lifestyle (OR=1.202, p=.023). Conclusion: The results showed although health promoting behavior changed positively throughout the nursing curriculum, physical activities were still low and few students used constructive methods to control their weight. Therefore, it is recommended that nursing colleges build specific programs into their curriculum to correct students' undesirable health promoting behavior.

• The Korean Journal of Emergency Medical Services
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• v.24 no.3
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• pp.7-27
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• 2020

Purpose: The purpose of this study is to identify the compliance with the first standardization of the paramedic curriculum and suggest a second standardization to cultivate competent paramedics. Methods: This study was conducted by collecting 38 curricula, and responses to questionnaires, including those on the current status of prehospital field practice, from departments of emergency medical technology of 36 institutions. Data were collected between September 1 and November 30, 2019 via e-mail. Data were analyzed using SPSS v24.0 and NVivo 12.0. Results: Compliance with the first standardization of the paramedic curriculum was over 70% in only 11 on the 26 major subjects. The second standardization of the paramedic curriculum consists of 27 subjects requiring 76~79 credits for the 3-year course and 78~82 credits for the 4-year course. Conclusion: We suggested a minimum number of essential subjects to cultivate competent paramedics following the second standardization of the paramedic curriculum, and we hope colleges comply with this curriculum. Twenty to twenty-five percent of major subjects can be determined by the discretion of the college to maximize competency of paramedic students.

• Journal of Technologic Dentistry
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• v.41 no.4
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• pp.359-364
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• 2019

Purpose: The objectives of this study is to collect the opinions of experts in the field of dental lab technology, and to present a plan for reforming the curriculum for producing clinical-based dental technicians. Methods: 71 experts were selected for this study. Experts were grouped into clinicians, educators, and policy-makers. First of all, the purpose and method of this study were explained to experts. After receiving the consent to participate in the research, their opinions were investigated. The survey was conducted through a questionnaire created based on their opinions and opinions collected. Results: The results showed that they were relatively satisfied with the curriculum. In addition, it was found that they hope to increase the proportion of mandatory education of digital dentistry and clinical practice. Emphasis was placed on expanding opportunities for on-the-job training as well as on time for hands-on training. As for admission capacity, the highest opinion was to keep it as it is, followed by the need for reduction. Conclusion: It seems necessary to minimize the difference between the curriculum and the clinical field in order to produce field-oriented dental technicians. To this end, it is necessary to reorganize the operation of field-oriented subjects and to increase the practice time to improve practical skills.

• Journal of Technologic Dentistry
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• v.31 no.4
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• pp.67-84
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• 2009

The purpose of this study was to furnish data for a new curriculum of the "Bachelor's Degree Course at Junior College" in Korea. Domestic three colleges and one university were selected for comparative analysis about curriculum of the dental laboratory technology. Moreover, three colleges and three universities were selected in Australia, Canada, and USA which are preferred highly on overseas employment by the korea students of dental laboratory technology. From the six colleges and four universities, number of subjects and credit hours on special study were acquired and compared. Between domestics, an agreement on special study were compared. Transferable subjects from korea to foreign were acquired. From the number of subjects and credit hours on special study comparing, following results were obtained. The results were as follows; 1. The ratio of the number of subjects and credit hours on special study were averagely 78.2% and 83.7% in domestic college, 70.8% and 69.7% in domestic university. 2. The ratio of the number of subjects and credit hours on special study in Canada was similar to domestic but those in Australia and USA were less than domestic. 3. Between domestics, an agreement of subjects and credit hours on special study were 81.2% and 84.2% in Catholic University of Busan, 72.2% and 76.4% in Daejeon Health Science College, 71.2% and 72.8% in Gwangju Health College University, 65.1% and 65.9% in Shin Heung College University respectively. 4. Transferable subjects from Korea to Australia or Canada was more than USA. Those to Australia was similar to Canada. These results suggest that the degree of special study in domestic is more than foreign, transferable subjects from Korea to Canada should be profitable and those data is furnish for a new curriculum of the "Bachelor's Degree Course at Junior College" in Korea.

• Journal of Technologic Dentistry
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• v.30 no.2
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• pp.93-103
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• 2008

This research is designed for a consumer, not a supplier when it was designed. And the purpose is to present the reference data which is in order to improve the curriculum by analyzing the present subject of the curriculum. The research collected the curriculum for Dental Technology from a total of 20 schools --3-year colleges and 4-year colleges-- all in Korea. And we analyzed the average credits of subjects from students. As a result of this analysis, we get the conclusion below: 1. In a distribution which students answered about each subjects; Dental esthetic, Dental morphology I II, Dental morphology practice I II, and Seminar don't have many credits and mostly have a converged tendency in high points, according to the arithmetic mean of the major basis subjects. 2. In an analysis of the correlation which is based on the distinction of sex; Dental ceramics practice III, Medical terminology, Seminar, and The major basis subjects have a meaningful difference. (${\rho}$ < 0.05) 3. In an analysis of the correlation which is based on an age; The major basis subjects, and the application subjects have meaningful difference. (${\rho}$ < 0.05) 4. In a correlation coefficient between subjects; The correlation coefficient of the major application subjects is higher than the major basis subjects. According to the student ? t, we found that the level of significance is ${\rho}$ < 0.001, which is meaningful. We feel that Department of Dental Technology also highly need to design, and conduct focusing on a consumer who is working at the society, not a supplier. And we need to increase or decrease credits which have a meaningful difference.

• The Korean Journal of Emergency Medical Services
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• v.21 no.2
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• pp.17-37
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• 2017

Purpose: This study describes current curricula for paramedic students in South Korea and proposes a standardization of the curriculum. Methods: Data were collected from 38 colleges and universities from March 1 to 31, 2016. Descriptive statistics were calculated using SPSS 23.0. Results: The proposed standard curriculum was below. Requisite liberal arts consisted of 2 subjects and 6 credits including biomedical ethics, communications and human relationships. Common major subjects were composed of 6 areas, 22 subjects, and 78 credits. The areas of basic medicine consisted of 6 subjects and 16 credits including medical terminology. Introduction to paramedicine consisted of 3 subjects and 7 credits. Emergency patient management consisted of 2 subjects and 9 credits. Particulars to paramedic care consisted of 8 subjects and 31 credits. The law area consisted of 1 subject and 3 credits. Other major areas consisted of 2 subjects and 12 credits including integrated simulation and physician assistance. Common field practice area consisted of 3 to 4 subjects and 9 to 12 credits. Conclusion: It is important to establish and adapt a standardized curriculum for paramedic students in order to ensure competence and to provide high quality emergency medical services.

• Korean Medical Education Review
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• v.21 no.3
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• pp.143-149
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• 2019

In 2018, The Ministry of Health and Welfare announced its first comprehensive plan for patient safety, which included the imperative to develop a patient safety curriculum for students studying to become health professionals. The aim of this study is to assess current patient safety education and points of consideration for introducing new curriculum. An online survey was used to understand the status of patient safety education in medical schools, and key informant interviews and focus group interviews were used to collect qualitative data on the experience of patient safety education. The results of the online survey from 16 out of 40 medical schools (40% response rate) and the qualitative data analysis were integrated and analyzed. Twelve schools (75%) had established courses related to patient safety. The qualitative responses suggest that patient safety education is appropriate both before and after clinical training through a variety of educational methods, and that the topics should be linked with clinical training. The challenge of securing lecture time to address patient safety was mentioned as a realistic obstacle. When patient safety education is integrated in future curriculum, it is necessary to consider it as a priority. Moreover, in the early stages of introducing patient safety education, a step-by-step, policy-based approach is required for seamless adoption and settlement.

• Child Health Nursing Research
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• v.4 no.1
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• pp.5-16
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• 1998

The purpose of nursing education is to prepare the professional pratictioner as nurse who will be interesteed in the health and the related aspects of community and will assume responsibility for con tributing toward the improvement of the health for the all. This means that nursing education must provide opportunities for the development of knowledge, skills, and attitudes which make this possible. Consequently, this approach has relavence for nursing education. Faculty engaged in endless debates about what is to be included, and to what de1th, and what will be given short shrift as a result. Thus, it can be seen why there is so much confusion and lack of agreement between the emphasis and objectives in nursing. This study attempted to review and identify the curriculum content of child nursing in Korea to build and develop the standard curriculum contents for national board examination for nurses and child's health needs for the coming 21st centry. The questionnaire was consisted of items for selection and organization of the knowledge components and type of unit with weigh to be attained in child nursing. Response of 34% of nursing program in university and junior college. Content analysis was done by using consensual validation of essential knowledge for curriculum content to identify what is obvious or trivial. This study pointed out that it is not yet apparent that demographic fact has greatly influenced child nursing curriculum content. In a similar vein the majority of content of child nursing devote little time and weigh to social and epidemically significant to child health. It seems to be needed that the content of child nursing may push the paradigm shift in nursing education such as health promotion and prevention for potentional roles of child and family. In conclusion, it is the time to convoke and debate for convergence of model on essential content and standarization on job analysis for national board exam for nurses in Korea.

• Korean Journal of Health Education and Promotion
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• v.22 no.1
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• pp.41-54
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• 2005

Purpose : This study was undertaken in order to find out the actual condition and barriers of health education in elementary school after introduction of 7th curriculum modification. Method: A questionaire was sent by mail on November 1, 2003, and received a total of 230 till November 30, 2003. Among them, 198 were included in fmal analysis. The collected data was analyzed through frequency, percentage, mean and standard deviation. Results : The results of this study were as follows: Among of the school health task, the most time spending task was emergency treatment and medication. The health education content which now being taught was sex education and prevention of drug abuse in the 6th grade, prevention of obesity in the 5th grade, emergency treatment, safety education in the 4th grade and prevention of disease of teeth in the 3rd grade. The most difficult problem in health education was pointed to no subject, no hour about health education by policy. Conclusion : It was necessary to formalize the health education subject, to ensure of health education hour by policy and to establish of extra health education room to improve health education at elementary school.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.758-773
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• 2004

This paper advances the thesis that the barrier separating curriculum theorists and practitioners is more than a difference in experiential and methodological orientation and is in part a product of a lack of appreciation of the complexities involved in curriculum development and dissemination. Discussed here is the possible use of engineering theory to facilitate meaningful communication and understanding about products and development. This work is an extension of the observation that curriculum development and dissemination can be characterized as an engineering process and shows how engineering theory provides connectivity between the multiple embedded domains of theory and of practice. To illustrate the thesis this paper offers an analysis of the Developmental Approaches in Science, Health, and Technology (DASH) program that has employed engineering theory in curriculum construction and dissemination. In this study, the role and place of engineering theory as applied to the DASH program is discussed to show how the components were designed and assembled into a fully functional curriculum and dissemination system. Engineering theory is presented as an interfacing organizer with the potential to facilitate meaningful communication between theorists and practitioners.