• 한국식품영양과학회지
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• 제38권12호
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• pp.1794-1800
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• 2009

본 연구는 학교급식의 고객만족을 위한 이벤트 마케팅의 기초자료를 제공하고자 부산지역 초-중-고등학교의 영양사 359명을 대상으로 이벤트 마케팅 실시에 대한 중요도 및 수행도, 수행효과, 애로사항 및 개선필요사항 등을 조사하였다. 조사대상자의 근무유형은 초등학교 46.2%, 중학교30.4%, 고등학교 23.4%였으며, 급식소 운영형태는 직영이 76.1%, 위탁이 23.9%로 나타났다. 학교급식 이벤트 마케팅의 중요도와 수행도에 대한 IPA 분석 결과, 중요도는 5점만점에 평균 3.39점, 수행도는 평균 2.78점으로 중요하게 생각하는데 비해 수행도가 낮은 것으로 조사되었으며 중요하게 생각하여 잘 수행하고 있는 이벤트는 계절-명절-절기-환경-학교행사-기념일 이벤트로 나타났다. 초-중-고등학 교별로 살펴본 결과, 초-고등학교의 수행도가 중학교에 비해 유의적(p<0.01)으로 높았다. 특히 중요도는 초등학교에서는 절기, 고등학교에서는 경품과 홍보 이벤트가, 수행도는 초등학교에서는 명절과 절기, 고등학교에서는 세계요리-경품-홍보 이벤트가 유의적(p<0.01)으로 높았다. 운영형태별로 살펴본 결과, 직영 급식소에 비해 위탁 급식소의 수행도가 유의적(p<0.01)으로 높았으며, 특히 중요도는 위탁에서는 학교행사와 건강 이벤트가, 수행도는 직영에서는 절기, 위탁에서는 세계요리?경품?건강 이벤트가 유의적(p<0.01)으로 높았다. 이벤트 실시 효과는 고객만족도 증가와 신뢰도(노력하고 있음을 인정) 증가 순이었다. 이벤트 수행의 애로사항으로 내부요인은 부족한 인력, 예산의 어려움, 이벤트진행 전문성 순으로 나타났으며, 외부요인은 열악한 급식시설, 낮은 식단가, 급식형태의 순으로 조사되었다. 이벤트 수행을 위한 필요개선사항은 충분한 예산과 급식인력, 급식시설개선 순으로 조사되었다. 이상의 연구 결과에서, 학교급식 영양사들은 이벤트 마케팅 실시에 대해 중요하게 생각하는데 비해 수행도가 낮은 것으로 나타났는데, 학교급식에 대한 선택권이 부족한 학생고객들에 대한 배려와 서비스 제공에 적극 노력하고 외식의 기회가 빈번해짐에 따라 입맛이 다양화되고 고급화된 학생 고객군의 급식만족도를 높이기 위한 전략의 하나로 이벤트 실시에 대해 중요하게 생각하는 것에서 나아가 좀 더 적극적으로 이벤트 실시를 계획하여 수행하는 노력이 요구된다. 특히 초등학교에 비해 이벤트 마케팅 수행도가 낮게 나타난 중학교와 고등학교에서 좀 더 적극적이고 새롭고 다양한 이벤트 실시로 감수성이 예민한 청소년들의 호기심을 자극하고 학업으로 인한 스트레스를 해소하는 즐거움을 줌으로써 학생 고객들과의 관계지행성을 높여 급식만족도를 높일 수 있도록 해야 한다. 그러나 학교급식 고객인 학생들은 인원이 많은 단체급식의 식당에서 시행되는 이벤트에 대해서 호텔이나 패밀리레스토랑과 같은 전문성을 기대하기보다는 맛있고 다양한 메뉴의 음식을 배식원들로부터 친절하게 배식받기를 기대하므로 다수의 인력을 필요로 하거나 과도한 예산을 필요로 하는 이벤트와 같은 양적인 행사진행을 계획하여 고객들이 가장 중요하게 생각하는 부분을 놓치는 실수를 범하지 말고 다양하고 신선한 메뉴를 맛있게 조리하여 진심으로 환대하는 마음으로 서비스를 제공하는 질적으로 충실한 이벤트 계획에 힘쓰는 것이 필요하다고 생각된다.

• 한국식품영양학회지
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• 제25권1호
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• pp.132-141
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• 2012

본 연구는 도시지역에 거주하는 소비자 1,343명을 대상으로 쇠고기 구매와 관련된 요인과 쇠고기 유통제도에 대한 소비자 의향을 설문조사하여 쇠고기 마케팅에 활용하고자 실시하였다. 가정에서 쇠고기를 구입하는 회수는 소비자의 사회, 경제적 위치에 따라 다르게 나타나, 서울시와 광역시가 일반시보다, 고소득층이 저소득층보다, 40대가 20대보다 더 자주 구입하고 있는 것으로 나타났다. 구입 장소는 서울시, 광역시 등 대도시 거주자와 월 200만 원 이상의 고소득층은 백화점, 할인점을 주로 이용하고 있는 반면, 중소도시 및 저소득층은 전문점 및 정육점을 주로 이용하였다. 시판 쇠고기에 대한 개선 사항은 대도시 거주자, 고소득층 및 30대 이상은 위생, 포장방법을 중소도시, 저소득층 및 20대는 육질의 균일성 및 가격 인하를 요구하였다. 등급제에 대한 인식은 거주지, 월소득 및 연령층에 따라 다르게 나타났으며, 중소도시 거주자, 저소득층 및 20대와 40대에서 부정적으로 나타났다. 구분판매제에 대한 의향은 중소도시 거주자, 200만 원 이상의 고소득층, 30~40대의 가정주부에서 긍정적으로 평가하였으나, 상당비율의 소비자가 이 제도에 대해 모르거나 중요치 않은 것으로 인식하고 있었다. 쇠고기 구매시 고려하는 사항 중 선호 부위는 등심, 양지, 갈비 순이었으며, 구매시 고려요인은 부위, 가격, 원산지 순이었다. 또한 품질 요인으로는 신선도, 색깔 등을, 표시사항에 대해서는 가격, 품종 부위 순으로 중요시 하는 것으로 나타났다.

• 한국식품영양과학회지
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• 제31권2호
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• pp.295-305
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• 2002

뇌졸중환자 43명을 대상으로 식습관, 식생활태도가 영양소 섭취량에 미치는 영향을 분석한 결과는 다음과 같다. 식사 시 간에 대한 규칙성은 제시간에 식사하는 사람이 58.1%, 불규칙한 식사를 하는 사람이 41.9%이었다. 음식을 고를 때 중요하게 생각하는 요인은 간편하게 음식을 만들 수 있는 것이 34.9%로 가장 높게 나타났다. 한 번 식사량은 '가볍게 먹는다'는 사람이 13.9%, '많이 먹는다'는 사람이 51.2%이었고, '식사를 느리게 먹는다'는 사람이 20.9%, '빠르게 먹는다'는 사람이 34.9%이었고, 특히 여자들은 62.5%가 빨리 먹는다고 답하고 있었다. 흡연상태는 담배를 피우는 사람이 55.8%로 높은 비율을 보였고, 남녀 각각 74.1%, 25.0%로 나타났다. 식습관 점수는 대상자 전체 4.5, 남녀 각각4.3, 4.8을 나타내어 여자의 식습관 점수가 높았으며, 해조류의 섭취가 여자가 남자보다 유의적으로 많이 섭취한 것을 제외하고 남녀간에 유의적인 차이는 나타나지 않았다. 열량 섭취량은 대상자 전체 2228 kcal, 남자 2441 kcal, 여자 1870 local로 남녀 각각 한국인 영양권장량의 107%, 104%를 섭취하였다. 단백질의 섭취량은 대상자 전체 119.1g, 남녀 각각 130.9 g, 99.5 g으로 영양권장량의 전체 187%, 남자 192%, 여자 180%의 많은 양을 섭취 하였다. 지방 섭취량은 대상자 전체 60.5g, 남녀 각각 66.6 g, 50.3 g을 섭취하였다. 한국영양학회에서 하루에 20~25 g의 섭취를 권장하는 섬유질은 대상자 전체 9.6 g, 남자 10.4 g, 여자 8.2 g으로 낮은 섭취량을 보였다. 이는 앞의 식습관 점수에서 황록색채소와 채소의 섭취빈도가 각각 1주에 4.7, 5.0이었고, 과일의 섭취는 더욱 낮은 3.9를 나타내어, 한국영양학회가 1일 채소 및 과일의 섭취를6~7회 권장하는 것에 비해 낮은 섭취빈도에서도 섬유질의 섭취량이 적음이 설명 될 수 있겠다. 칼슘, 철분, 비타민 A, 비타민 B$_1$등의 섭취는 권장량이상을 나타내었고, 비타민 C를 제외하고 남자의 섭취가 여자의 섭취보다 높게 나타났다 단백질, 인, 나이아신 등은 영양소 적 정 섭취비가 1.00을 나타내었고 그외 나머지 영양소도 0.93이 상의 높은 값을 보였다. 또한 평균 적정 섭취비(MAR)의 경우, 남녀 각각 0.99와 0.96의 높은 값을 나타내었다. 대상자의 영양의 질적지수(INQ)는 여자의 칼슘 섭취량을 제외하고 나머지 8가지 영양소에서 1을 넘어섰다. 맛 선호도에 따른 영양소 섭취량을 분석한 바, 단맛을 좋아하는 사람이 싫어하는 사람보다 열량과 당질섭취량은 유의 적으로 적게, 지방 섭취량은 유의적으로 높았다. 짠맛을 좋아하는 사람은 나트륨 섭취량이 7890 mg으로 짠맛을 싫어하는 사람 5579 mg보다 유의적 (p < 0.05)으로 많은 양을 섭취하였다.

• 대한지역사회영양학회지
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• 제8권6호
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• pp.889-900
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• 2003

This study was carried out to obtain information regarding eating habits, including health related behavior and health food consumption patterns. The subjects of this study were 149 men and 152 women residing in the Ulsan area. We obtained results by means of a questionnaire and an interview, and these were analyzed using the SPSS package program. The results of this study are summarized as follows The average age of the men was 47.6 $\pm$ 7.3 years and of the women was 47.3 $\pm$ 7.6 years old. The average height and weight of the men were 169.4 $\pm$ 5.5 cm and 67.7 $\pm$ 8.2 kg, respectively. Those of the women were 157.6 $\pm$ 5.0 cm and 58.2 $\pm$ 7.5 kg, respectively. The BMI values of all the subjects ranged from 20.0 to 25.0, all within the normal levels. In the case of dietary patterns, 24.3% of the total population always skipped a meal. In particular, 15.9% of the total population skipped breakfast. No time to eat, no appetite, having no taste, and having poor health were themain reasons for skipping meals. With regard to health care, there was a significant difference between the men and the women with respect to smoking and drinking (p<0.001). Of the total population, 40.5% hardly exercised (less than once a week), 26.2% exercised occasionally, 13.6% frequently exercised, and 19.6% exercised almost every day. A total of 60.7% responded that they were not interested in their health. The mean eating habit score of the subjects was 65.6 $\pm$ 9.9. The women had a higher eating habit score than the men (64.0 $\pm$ 9.6 for the men and 67.2 $\pm$ 9.9 for the women). Except for one group above 60 years, the older group had a higher eating habit score than the younger one. The group having a higher income and a more specialized career had a higher eating habit score than the one having a lower income and a less specialized career. There was also a marital difference. The group of single subjects showed a lower eating habit score than the married group. The group having a higher eating habit score drank, smoked and went out for meals less, and exercised more than the group having lower scores. They also were more concerned about their health. In the older group, there were more diabetic and hypertensive individuals. The subjects who had a higher BMI index were more likely to be patients with hypertension, especially in the men's group. Those who had a higher BMI index and hypertension simultaneously took a variety of medicines and foods for promoting health. Those who worried a lot about their health and had health problems tended to take special foods for their health. Patients usually took tonics. Special foods for health included Chinese medicines, tonic foods, vitamin or mineral supplements and manufactured health food supplements. Preferences for them depended on the sex and age of the subject. In the case of tonic foods, the men liked them more than the women. Foods other than tonic foods were favorites with the women. This study may provide basic information on the eating habits and health related behaviors of middle-aged people. However, further studies are needed to improve the eating habits and to change the nutritional attitudes, so that people can make better choices of health foods.

• 대한가정학회지
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• 제19권3호
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• pp.83-101
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• 1981

Under the full consideration of the growing need and importance of population education in the field of home economics in Korea, the study was carried out to verify and assess the following facts on the current issues of population education of home economists who are presently engaging in teaching professions as the teachers of middle and high school and professors of college and universities by setting its primary objectives of the study as followings; 1) to assess the degree of general knowledge and attitudes of home economists toward population education in the field of home economics, 2) to verify the problems encountered in implementing population education by home economists in its field, 3) to find an existing status of previous trainings received and other activities of population education of home economists aimed at utilizing these findings as a part of reference materials when the population education is conducted in the field of home economics. In order to attain these objectives described above, the questionnaire was carefully designed to house a total of 40 questions with good combination of multiple-choice and the simple answer questions. The mail questionnaire survey was conducted by establishing teachers of home economics at middle/high schools and college/universities as Senior Home Economists(SHE) who are from public, private liberal arts and vocational schools. The rate of response observed during the survey was 45.6 percent and the findings of the survey research are as follows: 1) Examining the status of the respondents by residence and religion, it was found that 45 percent of middle & high school teachers ar.d 59. 1 percent of college professors are residing in Seoul city area and that the largest percent of them are christian in their religion. Analyzing respondents by their ages, 56 percent of middle/high school teachers are in their 30s, 45 percent of college professors are in their 40s, and 37 percent of college teachers are in their 30s. In addition, 13 percent of the total respondents are found to be unmarried. The study also revealed that 71 percent of the college professors finished Master Degree course and 82 percent of middle/high school teachers are graduated from college level lasting 4 years. Looking over the status cf major fields of respondents, 68.4 percent of middle/high school teachers are specialized in home economic education and the college professors, on the other hand, show relatively even prortion by specializing in the order of food & nutrition science, clothes & textile science and home managerial science. As far as the length of teaching experience is concerned, a relatively longer period of teaching experience is observed in the college professors in comparison with that of middle/high school teachers. In other words, 33.3 percent of middle/high school teachers are experienced in teaching from 6 to 10 years on average while 43.9 percent of college professors show more than 16 years of experience. 2) Examining the status of existing number of children cf the respondents, one boy and one daughter pattern is predominant, showing 28.5 percent in middle/high school teachers and 21.1 percent in college professors. As for the desired number of children of unmarried respondents, it is observed that 43.8 percent of middle/high school teachers desire to have one boy and one girl, and 31.3 percent of college professors want to have one child regardless of the sex. By assessing the degree of awareness of the population education through their students, it is observed that 53 percent of middle/high school teachers and 50 percent of college professors are aware of population education in some extent and that a majority of respondents took the positive attitudes toward an inclusion of family planning components into the formal school education. Another noteworthy to observe is that a total of 84.8 percent out of middle/high school teachers pointed that the population education currently conducted at schools as a part of home economics are less sufficient than it should be. 3) Analyzing the tendency as to whether the respondents were experienced in receiving population education during the time when they were students, 75 percent of college professors and 59 percent of middle/high school teachers responded negative answers in the survey. In the mean time, a total of 50 percent of the respondents replied that they began to acknowledge the importance of population education mainly through the participation of some sort of population-education orientend seminars, experienced by 40 percent of college professors and 80 percent of middle/high school teachers. 4) What it calls attention in this study was to find that 96.5 percent of middle/high school teachers and 72 percent of college professors conduct population education to some extent during their lecture hours and that more than 80 percent of them are never experienced in teaching population and family planning contents in their regular classes. It is, on the other hand, found that no more than once was the response of those who believe themselves that they are experienced in teaching these relevant components to their students. Analyzing the contents of the subjects being taught in the class, a large percent of them are found to be consisted of population and family planning contents. According to this study, the current population education through the formal school is quite inactive. Analyzing the facts, 44.9 percent of the college professors responded that the population and family planning components are quite apart from their specialization which eventually generates lack of interest in the field. 5) It is also noticed through the study that the degree of frequency of commenting on population and family planning contents during the classes was depending significantly on their specializations which means that the degree of frequency varies from a major to another. Those who majored in home managerial science was the first one, as compared to others who majored in different specializations. Glancing over the status of correlations between ages of the respondents and numbers of seminar paticipation, it is quite clear that the aged group participated more than the younger group did, and that the most highest number of participations made by college professors were those who are in 50s. In addition, it is also found that those who are aged 20s and 60s of the respondents were the group who comments least on the contents of population and family planning at their classes. The suggestions and recommendation made through this survey research are as follows. 1) No one denies that the rapid increase of population, as compared to the limited size of land and resources, will certainly affect adversly to an enhancement of individual life quality which will, eventually, bring forth the poverty of the nation. This is the reasson why we are insisting that the world population be controlled up to an optimum level with a matter of global concerns. It is our understading that the primary aim for reducing number of population is believed to be attained only by conducting the systematic and comprehensive population education through the formal schools. Therefore, the role of home economists in the field of population/family planning education is considered very importment due to the fact that an ultimate goal of population education is placed in elevating the quality of family life by having optimum number of children through family planning program. 2) It is quite clear that home economists as teachers of formal school in all level are invited to pay their attention on redefining the ultimate goal of education and that of population education. We also understant that the primary objective of population education is to change the norm and value of the clients by replenishing the students with pertinent knowledge and attitudes on population and its related problems through a sort of education in order to attain the ultimate goal for enhancing the quality of life. There is no exception in the theory of home economics. An altimate goal of home economics is to elevate the general quality of life through an establishment of value existed in daily life. Considering the relations between population education and home economics, it is quite indespensable to bandle population components as an integral part in the field of home economics. We believe, therefore, that the senior home economists positive participation in the effort population control is more needed than it has been. 3) It is also strongly urged that population education should be a part of instructor training course for home economics. In other words, the teacher of home economics should be well aware of population and its problems by teaching interrelationship between population education and home economics, needs, contents and methods of population education during the instructor training courese for home economics. In addition, the senior home economists should be encouraged through positive participation on the short term training by types of domestic and international seminar, workshop, etc. 4) We certainly believe that the population education can not sustain itself without any backing-up of information and findings' of various and comprehensive researches of natural and social sciences. Accordingly, every senior home economist is invited to exert their maximum effort to conduct systematic study with an aim to utilize these findings and information at best in population education in the field of home economics. Therefore, we consider that the development of training material is imminent in order to provide effective and efficient population education through the for training of home economies. It should be noted that these training materials must be carefully designed, tailored and developed to meet the different classes of trainees under the considerations as to whether it is easily adaptable and infusable into the curricula of every field of home economics, and it is acceptable in the degree of difficulty and quality in its contents. 5) It is true that there are many domestic and international research rapers, reports and findings in the field of population education and family planning. However, there is a tendency that the most of research papers are heavily relying on the authors intension and preferences in its expression and publication. Under these circumstances, it is urged that the home economists should aware of the growing need of the technical training in order to keep these available information and research findings reprocessed and redesigned to insure the practical application into the population education in the field of home economics in Korea.

• 한국학교보건학회지
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• 제3권1호
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• pp.59-72
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• 1990

The study reserches the related contents of the health education in the existing gymnastics and the domestics textbook, catches learning-Ulaching contents by the health-control function and compares the contents with the health-education curriculum of the Texas State in America. This study is questioned and reserched the general features of the teachers who is change in the health education, their attitudes about the teaching of it, and the recognition degree about their health education. The results above is like the following. 1. Learning-teaching contents by the health-control function. The domestics and gymnastics which contains the health education contents, is not discripted continually and at the same time is short of the contents in the health-control function according to the students' individual domains. Also the recent serious problems, (that is, Smoking, Drinking and Medical poisoning, Emotion, and Psychic domains) were no mentioned. 1) In gymnastics textbook, the physical domains are mentioned 8, 9 in juinor, and senior class, the affective, psychic domains only senior class and the social domains only 1 grade except junior and senior class. Growth-development function is concentratedly stated only 1 grade in physical domains and there is no stated in. The social domains are referred a little in senior class. In cure-recovery functions, the physical domains is being taught in 2, and 3 grade, but not 1 grade. Specially, the social domains are being taught in all grade, but, the affective domains are not at all 2) In the subject of domestics, the physical domains of the daily life functions are taught in all the years, but the emotional, mental domains are taught a little in 1 and 2 grades. The growth-development functions are being taught about the nutrition-health, in the physical parts of all graries, and the emotional-mental, social domains are being taught some in 7 and 8 grade except 3 grade, he cure-recovery functions ere taught in only 1 grade, the contents of rehabilitative functions are not being taught like gymnastics. 2. The general characteristics of the health-education teachers and the health-education. In the calss field, the average age of gymnastics-teachers is from 35 to 40 years old, and it of domestics teachers is from 24 to 29 years old. 1) In the class-hours a week, the gymnastics teachers take lessons 3 hours (75.6%) and the domestics teachers 4 hours (65.6%). In "the health-lessons hours alloted"in a semister, 3 or 4 hours is 38.7% and no hours is 18.0% in gymnastics teachers. On the other hand, there is no hours to teach the health-education in domestics teachers. About the opinion: the health subject must be taught as a independent subject, 42.9% of the gymnastics teachers agreed and 45.3 % of the domestics teachers did. 2) The factors which have an influence upon the health-teachers #. In age, the class lesson hours of a week(r= .0014), the confident manner about the lessons(r= .0485) and the necessity of the lessons (r= .0316) are closely related one another. #. In sexes, the lesson hours a class(r= .0000), the alloted hours of health lesson a semister(r= .0000) the confident manner about the class(r= .0001). the quantity of lesson(r= .0001): and, the teacher's belief(r= .0264) are co-related one another. #. In subject in change. the class hours a week(r= .0000), the alloted hours of health-lesson a semister(r= .0000) the quantity of the lesson(r= .0114) are co-related each other. #. In majority, the class lesson hours a week(r= .0000) the alloted hours of health lesson a semister(r= .0000) the quantity of the lesson are co-related each other. The quantity of lesson and the confidence about the lesson (r= .3223) and the quantity of lesson and the interest of lesson (r= .2450) are co-related each other.

• 대한간호학회지
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• 제4권2호
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• pp.1-16
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• 1974

This Study involved the development of a survey form and the collection of data in an effort-to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing education institutions throughout Korea, credits required for course completion, and year in-which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational school categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirector as. follows: 1) General education (following the classification of Philip H. phoenix): a) Symbolics, b) Empirics, c) Aesthetics. 4) Synthetics, e) Ethics, f) Synoptic. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing. Ⅰ. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German. Chines. Mathematics. Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub-category, while nursing schools required 12 credits and vocational school 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & courtney was included under the category of empirics in the college curricula, nursing and vocational school do not offer this at all. c) Courses classified under aesthetics were physical education, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synoptic included leadership, interpersonal relationship, and communications, Most schools did not offer courses of this nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses. f) Courses included under synoptic were Korean history, cultural history, philosophy, Logics, and religion. Most college curricular 5 credits in these areas, nursing schools 4 credits. and vocational schools 2 units. g) Only physical education was given every Year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses were given during the first year of the curriculum. Ⅱ. Supporting science courses are fundamental to the practice and application of nursing theory. a) Physical science course include physics, chemistry and natural science. most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b) Courses included under biological science were anatomy, physiologic, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided for 1 credit in courses of this category, which most nursing schools provided for 2 creates Most vocational school did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology. mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetics, parasitology, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of education, philosophy of education, history of education, social education, educational evaluation, educational curricula, class management, guidance techniques and school & community. Host college softer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocational schools usually complete them in the first year. Ⅲ. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductory nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocational schools 26 units indicating a severe difference in the scope of education provided. b) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 crudites in all of these fields combined. in most of the nursing schools, 52 credits were provided for courses divided according to disease. in the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practice. The total number of units provided in the greatest number of vocational schools is thus Ⅲ units double the number provided in nursing schools and colleges. c) In th leges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courses in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Course that fall under the synthetics category should be strengthened and ways should be sought to develop the ability to cooperate with those who work for human welfare and health. 3. The ability to solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behavioral sciences and redistribution of courses emphasizing biological and health sciences. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition it is possible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education Elective course should be initiated to insure a man flexible, responsive educational program. 5. The curriculum stipulated in the education law should be examined.