• Journal of Preventive Medicine and Public Health
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• 제7권1호
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• pp.1-28
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• 1974

The writers have conducted the investigation to assess the nutritional status of young rural Korean children aged from 0 to 4 years old in August 1971. The survey areas were Kaejong-myon. Daeya-myon, Okku-gun, Jeonra-bukdo, Korea. These survey areas were typical agricultural plain areas. The total numbers of children examined were 2,706 comprising 1,394 male and 1,312 female. The weight, height, and chest circumference of children were measured and means and standard deviations. were calculated for each measurement. In addition, the nutritional status of each child was classified by the four levels of malnutrition and the Gomez classification, The examination of red blood cell count, haematocrit value, and intestinal parasite infection were carried out at the same time. In general, recent work tend to suggest that environmental influences, especially nutrition, are of great importance than genetic background or other biological factors for physical growth and development. Certainly the physical dimensions of the body are much influenced by nutrition, particularly in the rapidly growing period of early childhood. Selected body measurements can therefore give valuable information concerning protein-calory malnutrition. Growth can also be affected by bacterial, viral, and parasitic infection. For the field workers in a developing country, therefore, nutritional anthropometry appears to be of greatest value in the assessment of growth failure and undernutrition, principally from lack of protein and calories. In order to compare and evaluate the data obtained, the optimal data of growth from the off-spring of the true well-fed, medically and socially protected are needed. So-called 'Standards' that have been compiled for preschool children in Korea, however, are based on measurement of children from middle or lower socio-economic groups, who are, in fact, usually undernourished from six months of age onwards and continuously exposed to a succession of infective and parasitic diseases. So that, the Harvard Standards which is one of the international reference standards was used as the reference standards in this study. Findings of the survey were as follows: A. Anthropometric data: 1) Comparing the mean values for body weight obtained with the Korean standard weight of the same age, the rural Korean children were slightly haevier than the Korean standard values in both sexes. Comparing with the Japanese children values, the rural Korean children were slightly haevier in male and in the infant period of female but lighter in female of the period of 1 to 4 years old than Japanese children. 2) Comparing the mean values for height obtained with the Korean standard height of the same age, the rural Korean children were taller than the Korean standard values except the second half of infatn period in both sexes. Comparing with the Japanese children, the rural Korean children were slightly smaller than Japanese children except the first half of infant peroid in both sexes. 3) Mear values of chest circumference of rural Korean children obtained were less than the Korean standard values of the same ages in both sexes. B. Prevalence of Protein-Calory Malnutrition: Children examined were devided into two groups, i. e., infant(up to the first birthday) and toddler (1 to 4 fears old). 1) Percentages of four levels of malnutrition: a) When the nutrtional status of each child was classified (1) by body weight value, the percentages for male and female of children attained standard growth were 52.8%(infant 83.3%, toddler 44.4%) and 39.7% (infant 74.5%. toddler 30.5%), the first level of malnutrition were 31.9%(infant 13.7%, toddler 36.9%) and 31.7%(infant 15.3%, toddler 36,0%), the second level of malnutrition were 12.3%(infant 1.7%, toddler 15.3%) and 23.3% (infant 7.7%, fodder 27.5%), the third level of malnutrition were 2.7%(infant 0.7%, toddler 3.2%) and 4.6%(infant 1.8%, toddler 5.3%) the fourth level of malnutrition were 0.3% (infant 0.7%, toddler 0.2%) and 0.7% (0.7% for infant and toddler) respectively. (2) by height value, the percentages for male and female of children attained standard growth were 80.3% (infant 97.3%, toddler 75.6%) and 75.1% (infant 96.4%, toddler 69.5), the first level of malnutrition were 17.9% (infant 2.0%, toddler 22.3%) and 23.6% (infants 3.6%, toddler 28.8%), the second level of malnutrition were 1.2% (infant 0.3%, toddler 1.5%) and 1.1% (infant 0%, toddler 1.4%), the third level of malnutrition were 0.4%(infant 0.3%, toddler 0.5%) and 0.2%(infant 0%, toddler 0.3%), the fourth level of malnutrition were 0.1%(infant 0%, toddler 0.1%) and 0% respectively. (3) by body weight in relation to height, the percentages for male and female of children attained standard growth were 87.9% (infant 77.6%, toddler 87.9%) and 78.2% (infant 77.4%, toddler 78.2%), the first level of malnutrition were 12.2% (infant 18.4%, toddler 10.6%) and 18.2% (infant 17.9%, toddler 18.3%), the second level of malnutrition were 1.9%(infant 3.3%, toddler 1.5%) and 3.0%(infant 3.3%, toddler 2.9%), the third level of malnutrition were 0.1%(infant 0%. toddler 0.1%) and 0.5% (infant 0%, toddler 0.6%), the fourth level of malnutrition were 0.1%(infant 0.7%, toddler 0%) and 0.3% (infant 1.5%, toddler 0%) respectively. b) When the nutritional status of each child according to the mother's age at perturition, i. e., young aged mother (up to 30 years old), middle aged mother (31 to 40 years old) and old aged mother (41 years or above) was classified (1) by body weight, among infants and toddlers, at each year of age, with increasing the mother's age, there was an increase in percentage of subjects underweight. This tendency of increasing percentage of underweight was more significant in the infant period than the toddler period. (2) by height value, no significant differences between each mother's age group were found. c) When the nutritional status of each child according to the birth rank, i. e., lower birth rank (first to third) and higher birth rank (fourth or above) was classified (1) by weight value, children of higher birth rank were slightly more often underweight than those of lower birth rank, but not significant. (2) by height value, no differences were found between children of lower and higher birth rank. 2) Gomez Classification: When the nutritional status of each child was classified a) by body weight value, the percentages for male and female of children. attained standard growth were 53.1% (infant 82.6%, toddler 44.9%) and 39.2% (infant 73.4%, toddler 30.1%), the first degree of malnutrition were 39.4% (infant 14.7%, toddler 46.2%) and 47.1% (infant 21.9%, toddler 53.8%), the second degree of malnutrition were 7.3%(infant 2.3%, toddler 8.6%) and 12.9% (infant 4.0%, toddler 15.2%). and the third degree of malnutrition were 0.2%. (infant 0.3%, toddler 0.2%) and 0.8% (infant 0.7%, toddler 0.9%) respectively. b) by height value, the percentages for male and female of children attained standard growth were 80.8% (infant 97.0%, toddler 76.3%) and 73.8%(infant 95.6%, toddler 68.0%), the first degree of malnutrition were 18.5% (infant 2.7%, toddler 22.9%) and 24.6% (infant 4.4%, toddler 30.0%), the second degree of malnutrition were 0.6%(infant 0.3%, toddler 0.7%) and 0.5% (infant 0.1%, toddler 0.7%), and the third degree of malnutrition were 0.1%(infant 0%, toddler 0.1%) and 1.1% (infant 0%, toddler 1.3%) respectively. C. Results of clinical laboratory examination: 1) Red blood cells: The ranges of mean red blood cell counts for male and female were $3,538,000/mm^3\;to\;4,403,000/mm^3\;and\;3,576,000/mm^3\;to\;4,483,000/mm^3$ respectively. The lowest red cell counts were seen at the age of 0-3 months for male and 1-2 months for female. 2) Haematocrit value : The ranges of haematocrit value of male and female were 35.1% to 38.8% and 34.7% to 38.8% respectively. The lowest haematocrit values were seen at the age of 2-3 months for male and 1-2, months for female. 3) The prevalence rates of intestinal parasites for male and female children with Ascaris lumbricoides were 34.1% (infant 18.8%, toddler 38.1%) and 36.0%(infant 18.4%, toddler 40.7%), with Trichocephalus trichiuris were 6.8% (infant 2.9%, toddler 7.9%) and 9.0% (infant 3.0%, toddler 10.6%), with Hookworm were 0.3% (infant 0.5%, toddler 0.2%) and 0.3% (infant 0.5%, toddler 0.3%), with Clonorchis sinensis were 0.4%(infant 0%, toddler 0.5%) and 0.1%(infant 0%, toddler 0.1%) respectively.

• 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.

• 한국식생활문화학회지
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• 제20권5호
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• pp.608-614
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• 2005

본 연구는 한식 소비자들의 외식행동과 한식에 대한 선호도를 연령별로 살펴봄으로써 연령에 따른 소비행동의 차이와 한식에의 선호도를 분석하였다. 연구결과에 대한 요약은 다음과 같다. 1) 연령대별 외식행동의 동기는 아침식사의 경우 전 연령층에서 시간이 없다, 식사준비가 번거롭다, 식사 때이어서 순으로 이었으며, 점심의 외식행동의 동기는 식사 때이어서라는 경우가 가장 높았으며, 40대와 50대에서는 사교적인 목적도 외식의 중요한 동기로 작용하고 있었다. 저녁의 외식행동의 동기는 연령별차이를 가장 많이 나타내었는데 30세 이하와 30대에서는 모임이나 데이트를 위한 사교적인 목적의 응답이 가장 높은 반면, 40대 이상에서는 가족과의 외식을 가장 중요한 동기라고 응답한 비율이 50%이상을 차지하여서 연령이 높을수록 가족을 중심으로 한 외식소비행태를 나타내었다. 이와 같은 가족간의 외식행동은 주 5일제 근무의 확산과 여가시간의 확대로 인한 가족중심의 공동 소비행태의 행동양식이 반영되어진 결과라고 보여 진다. 2) 각 연령대별 끼니의 유형에 따른 외식의 빈도는 전 연령층에서 주 1-2회가 가장 많이 나타났으나, 30대의 외식 빈도가 가장 높아 사회활동과 사교생활이 활발한 연령대의 특징을 잘 반영하였고, 50세 이상에서 가장 낮게 나타나 연령이 높을수록 외식 빈도는 줄어드는 경향을 나타내었다. 그러나 점심과 저녁 외식은 증가하고 있고 반면 아침외식의 빈도는 증가하는 경향을 나타내었고, 특히 30세 이하의 연령층에서는 50%이상이 주1회 이상 아침외식을 하고 있는 것으로 조사되었다. 3) 외식비 지출은 30대 이하와 30대 연령층에서는 아침과 점심식사보다 저녁식사에 더 높은 비용을 지출하는 경향을 보여주고 있는 한편, 아침과 점심 식사는 타 연령층에 비하여 지출비용의 분포가 낮은 것으로 조사되었으며 40대 이상의 연령층은 점심비용으로 더 많은 지출을 하고 있는 것으로 나타났다. 4) 끼니별 한식에 대한 선호도는 아침식사의 경우가 가장 높았으며, 이는 40대와 50대에서 높게 나타났다. 점심 식사로 가장 선호되는 음식은 중식, 일식이었으며 저녁 식사에서 가장 선호되는 메뉴는 전 연령층에서 일식, 분식류 이었으며, 한식에 대한 선택 정도는 전 연령층에서 매우 낮게 나타났다. 5) 각 연령층에서 선호하는 한식에 대한 조사에서는 된장찌개가 전 연령층에서 가장 높은 선호도를 나타내었고, 김치는 40대 이상의 선호도가 30대보다 높게 나타났으며, 흥미롭게도 30세 이하의 선호도는 30대보다 높게 나타났다. 그 외에도 떡과 죽에 대한 선호도는 전 연령층에서 낮게 조사되었다. 장아찌류의 선호도는 전 연령대에서 낮았으며 특히 30세 이하에서 매우 낮게 조사되었다. 한식의 맛에 대한 만족도 조사에서는 연령이 올라갈수록 한식의 맛에 대한 만족도는 낮아지고 있었으나, 한식의 맛에 대한 만족도가 높을수록 양과 가격에 대한 만족도는 높은 경향을 나타내었다. 전반적으로 한식에 대한 선호도는 식사 때와 식사 목적에 따라 연령대 별로 다르게 나타나고 있으나, 선호도는 성별이나 세대에 관계없이 폭 넓은 선호도를 반영하고 있으며, 이는 대학생들을 대상으로 하는 연구 등에서도 나타난바 같다. 주 5일 근무제의 확산과 초 중 고생들의 토요일 휴무와 더불어 여행과 엔터테인먼트산업은 더욱 더 발전을 거듭하고 있으며, 외식은 여행과 여가 활동의 필수적인 요소로써 그 역할을 일조하고 있다. 이와 같은 여가시간의 증가는 독신자들에게는 좀더 많은 여유시간을 가족을 이루고 있는 가족구성원들에게는 가족과의 유대를 강화하는 휴식과 오락의 소비 트렌드를 창출시켰다. 이와 더불어 외식은 식사를 해결하기 위한 단순한 수단에서 벗어나 동기와 동반자에 따라 달라지는 행동 패턴을 나타내고 있으며, 연령과 목적에 따라 세분화되는 분명한 선호도를 나타낸다. 지난 10여 년간 외국으로부터 수입된 다양한 음식과 레스토랑 업태 등은 우리나라의 외식문화 발전과 소비자들의 외식 선택 행동 등에 많은 영향을 끼쳤으며, 서구식의 패스트푸드점이나 패밀리 레스토랑 등이 외식의 주요 업태로서 비쳐지고 있는 것이 사실이다. 그러나 한식은 여전히 세대의 구별 없이 가장 선호되고 있는 음식이며, 소비자들의 높아진 외식문화 인식도와 더불어 형식적인 발전과 내용적인 발전을 꾀하고 있다. 그러므로 연령과 라이프 스타일에 따라 다르게 적용되는 다양한 소비자들의 외식 소비 행동을 분석하여 이해하고, 그들의 선호도에 알맞은 메뉴구성과 마케팅 전략을 구사함은 복합문화 공간으로의 변화를 꾀하고 있는 미래 한국 외식산업의 중요한 전제 조건이 될 것으로 기대 한다.

• 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.

• 한국학교보건학회지
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• 제5권2호
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• pp.74-90
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• 1992

농촌지역 국민학교 급식아동의 성장발달과 식생활 습관을 알아보기 위하여 경상북도 농촌지역 국민학교 중 급식 학교 6학년 아동 636명(남자 312 명, 여자 324명)과, 이들 학교 인근의 비급식학교 6학년 아동 628명(남자 306명, 여자 322명)을 대상으로 학생건강기록부에 기재된 신장, 체중 측정치를 1학년에서 6학년까지 6년간의 연속적인 자료를 조사하고, 이들의 전반적인 식생활 습관을 1992년 2월 1일부터 2월 15일까지 설문지로 조사하여 분석한 결과는 다음과 같다. 남자의 신장은 6년간 급식군이 27.8cm, 비급식군 27.1cm자랐고, 여자신장은 각각 29.9cm, 28.4cm가 자라서 급식아동이 약간 더 성장하였다. 남자체중은 급식군 15.7kg, 비급식군 14.8kg이 증가한 반면, 여자는 16.9kg 및 17.2kg이 성장해 남자는 급식아동이, 여자는 비급식아동이 더 성장했다. 1학년때는 percentile별 신장 체중의 분포가 표준정규분포 곡선형태에 가까우면서 급식군과 비급식군이 서로 비슷하였으나 6학년때는 50percentile선을 중심으로 75percentile이상에 급식아동의 분포가 더 많았다. 6학년때 체력은 남자의 경우 급식아동이 멀리뛰기, 던지기, 턱걸이, 윗몸일으키기에서 비급식아동보다 우세하였으며, 여자는 멀리뛰기 한 종목에서만 유의한 차이를 보였고 (P<0.05), 체력급수에서도 우수한 특급의 분포가 급식군에서 더 많았다. 아침식사를 매일 먹는 아동이 급식군 67.6%, 비급식군 57.8%였고, 아침을 안먹는 이유로 급식군은 습관이 돼서 (50.7%), 비급식군은 밥맛이 없어서 (58.9%)라고 답하였으며, 급식아동에서 대체적으로 싱겁게 먹는 경향이 많았다. 간식빈도는 무 군 모두 70% 정도의 아동이 하루에 1회이상 간식을 하고 있었으며, 간식장소는 급식군은 집에서 (45.2%), 비급식군은 귀가 도중 가게나 길거리에 (48.4%)한다고 답하였다. 가정에서 식사할 때 음식을 골고루 먹는 아동이 급식군에서 더 많았고 식사시 조용히 자리에 앉아서 음식을 삼킨후 이야기하며 먹는 아동이 급식군에서 더 많았는 반면, T.V를 보면서 먹는 아동은 비급식군보다 적었다. 식사전에 항상 손을 씻는 아동이 급식군은 84.0%, 비급식군 63.6%로 급식군에서 유의하게 높았고, 식사후 이닦기를 항상 하는 아동은 급식군 여자에서 많아 유의한 관련성을 보였다. 영양교육 실태에 있어서도 영양교육을 '받았다'라고 답한 아동이 급식군 78.0%, 비급식군 57.5%였다. 이상의 결과로 볼때 급식아동이 비급식아동 보다 성장발육 속도가 더 빨랐고, 체력도 더 좋다고 할 수 있으며, 식습관 및 위생습관도 양호한 것으로 나타나 국민학교 특히 농촌지역부터 학교급식을 빠른 시일내에 확대 실시토록 해야 할것이며, 교육급식으로서의 역할을 다할 수 있도록 영양 및 식생활개선교육도 강화해야 할 것이다.