• The Journal of Korean Academic Society of Nursing Education
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• v.3
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• pp.99-116
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• 1997

In response of the increasing demand for professional degree in nursing, some university in Korea offers RN-BSN program for R. N. from diploma in nursing. However, RN-BSN program in Korea is in formative period. Therefore, the purpose of this survey study is for the comparative analysis of RN-BSN curriculum in Korea and U.S.A. In this study, subjects consisted of 18 department of nursing in university and 5 RN-BSN programs in Korea and 18 department of nursing in university and 12 RN-BSN programs in U.S.A. For earn the degree of Bachelor of Science in Nursing, the student earns 134 of mean credits in U.S.A., whereas 150.3 of mean credits in Korea. The mean credit for clinical pratice is 30.1 in U.S.A., whereas 23.9 in Korea. Students are assigned to individually planned clinical experiences under the direction of a preceptor in U.S.A. In RN-BSN program, total mean credits through lecture and clinical practice for earn the degree of BSN is 35.5(lecture : 27.7, practice ; 7.8)in U.S.A., whereas,48.1 (lecture;42.1, practice;6.0) in Korea. RN-BSN program can be taken on a full-or-part time basis in U.S.A., whereas didn't in Korea. Especially, emphasis is place on the advanced nursing practicum that focus on the role of the professional nurse in providing health care to individuals, families, and groups in community setting in U.S.A. 27.7 of mean credits was earned through lecture in U.S.A., whereas 42.1 of mean credits in Korea. It means that RN-BSN program in Korea is the lesser development in teaching method and appraisal method than in U.S.A. Students of RN-BSN program in U.S.A. can earns credit through CLEP, NLN achievement test, portfolio review session etc as well as lecture. Therefore, the authors suggests some recommendations for the development of curriculum of RN-BSN program in Korea based on comparative analysis of RN-BSN curricula in U.S.A. and Korea. 1. The curriculum of RN-BSN Program in nursing was required to do some alterations. Nursing care, today, is complex and ever changing. According to change of public need, RN-BSN curriculum intensified primary care program in community setting, geriatric nursing, marketing skill, computer language. 2. The various and new methods of earning credit should be developed. That is, the students will earn credits through the transfer of previous nursing college credits, accredited examination of university, advanced placement examination, portfolio review session, case study, report, self-directed learning and so on. Flexible teaching place should ile offered. 3. Flexible teaching place should be offered. The RN-BSN curriculum should accommodate each RN student's geographical needs and school/work schedule. Therefore, the university should search a variety of teaching places and the RN students can obtain their degrees comfortably throughout the teaching place such as lecture room inside the health care agency and establishment of the branch school in each student's residence area. 4. The RN-BSN program should offer a long distance education to place-bound RN student in many parts of Korea. That is, from the main office of university, the RN-BSN courses are delivered to many areas by Internet, EdNet (satellite telecommunication) and other non-traditional methods. 5. For allowing RN student to take nursing courses, program length should be various, depending upon the student's study/work schedule. That is, the various term systems such as semester, three terms, quarter systems and the student's status like full time or part time should be considered. Therefore, the student can take advantage of the many other educational and professional opportunities, making them available during the school year.

• Journal of Korean Physical Therapy Science
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• v.10 no.2
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• pp.86-95
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• 2003

This study randomly chose 10 humanity high schools, which are located in Busan and KyoungNam province. We then examined the recognition rate of physical therapy among 378 teachers who were and still are working in the schools. 1. The recognition grade of physical therapeutics between men and women was significantly different with results of 80.7% of men and 69.7% of women(p<0.05). In the case of experiencing physical therapy, 83.6% of people said they knew the physical therapeutics and in the case of the opposite side, the result was also significantly different with a result of 67.8%(p<0.05). 2. We ranked the people on how much they knew about the physical therapeutics among men and women. With men, the actual experience of physical therapeutic came before what they heard from other people. In the case of women, what they heard from other people came first and the actual experience of physical therapeutic came after. According to the public information from Inje University, the recognition grade is recorded in the 3rd grade department as 21.5% while in the case of experiencing treatment from a physical therapist, the result was 39.1%. In the other department (the 1st grade department), what men and women heard from mass media was recorded at 17.5% and what they heard from other people, it was recorded at 33.8%(p<0.05). 3. The research about the recognition of academic ability of being a physical therapist was that 55.6% of teachers thought that 3-year-college was the best, which made the results different from the recognition grade of the experience of education(p<0.05). 4. In the recognition grade of physical therapeutics, there were significantly differences from 50.2% of men and 45.2% of women were expecting about 1mil ion won to 1.99million won. In case of 25.2% of people who have experience less than 15years at work, they expected about 2million to 2.99million won. The figures were higher than 10.1% of people who have experiences over 15years. About the recognition grade of physical therapists social level in the future is 48.8% of people who had experienced of physical therapy and 63.8% of people who never had experienced of it said it would be better in the future. From these results, the recognition about physical therapeutics and the view of its social status are optimistic and they know well about the level of academic ability of physical therapists. On the other hand, most teachers don't know exactly about physical therapists work. So we have to inform them aggressively for enhancing the recognition of physical therapy because high school students are well affected by their teachers when they face their future or major in university.

• Journal of dental hygiene science
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• v.14 no.4
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• pp.580-588
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• 2014

Fluoride use is the best and widespread method for dental caries prevention. The aim of this study was to investigate experience and recognition of fluoride for caries prevention focusing on majors in one university. Four hundred twenty-four university students were selected by convenience sampling with informed consent and answered the questionnaire by self recording type. The subjects except dental hygiene students knew about purpose of fluoride use (84.6%), over the count fluoride rinse (63.2%), fluoride toothpaste (61.5%), professional fluoride application (56.4%) and water fluoridation (43.6%). They experienced over the count fluoride rinse (67.5%), school fluoride rinse (45.3%), professional fluoride application (30.8%), fluoride toothpaste (28.2%) and water fluoridation (12.0%). The main information paths about fluoride were university lectures among dental hygiene students and internet and mass media, followed by nurse-teachers among non dental hygiene students. The ratios of intention to use fluoride were: 67.8% in dental hygiene, 34.9% in health, 51.4% in non-health in case of professional fluoride application for oneself, 93.1% in dental hygiene, 48.0% in health, 50.4% in non-health in case of professional fluoride application for their children, 79.0% in dental hygiene, 51.3% in health, 55.8% in non-health in case of water fluoridation. The subjects to experience and recognize fluoride for caries prevention had more positive intention to use fluoride. The answers of students majoring in health or medical care were not different from non-health, except dental hygiene. Dental professionals should try to let the public know about fluoride use for caries prevention through mass media and internet as well as individual education in dental clinics.

• Journal of dental hygiene science
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• v.18 no.2
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• pp.85-96
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• 2018

The purpose of this study is to propose learning objectives in social dental hygiene by analyzing and reviewing learning objectives in oral health administration area of the existing public oral health. This study is a cross-sectional study. The subjects of the study selected with convenience extraction were 15 members of the social dental hygiene subcommittee of the Korean Society of Dental Hygiene Science. Data collection was conducted by self-filling questionnaire. The research tool is from 48 items of A division in the book of learning objectives in the dental hygienist national examination, and this study classified each of them into 'dental hygiene job relevance', 'dental hygiene competency relevance', 'timeliness', and 'value discrimination of educational goal setting' to comprise 192 items. Also, to collect expert opinions, this study conducted Delphi survey on 7 academic experts. Statistical analysis was performed using the IBM SPSS Statistics ver. 23.0 program (IBM Co., Armonk, NY, USA). Recoding was performed according to the degree of relevance of each learning objective and frequency analysis was performed. This study removed 18 items from the whole learning objectives in the dental hygienist national examination in the oral health administration area of public oral health. Fifteen revisions were made and 15 existing learning objectives were maintained. Forty-five learning objectives were proposed as new social dental hygiene learning objectives. The topics of learning objectives are divided into social security and medical assistance, oral health care system, oral health administration, and oral health policy. As a result of this study, it was necessary to construct the learning objectives of social dental hygiene in response to changing situation at the time. The contents of education should be revised in order of revision of learning objectives, development of competency, development of learning materials, and national examination.

• Journal of Nutrition and Health
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• v.48 no.5
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• pp.419-428
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• 2015

Purpose: The current study was conducted in order to develop the Korean Healthy Eating Index (KHEI) for assessing adherence to national dietary guidelines and comprehensive diet quality of healthy Korean adults using the 5th Korea National Health and Nutrition Examination Survey (KNHANES) data. Methods: The candidate components of KHEI were selected based on literature reviews, dietary guidelines for Korean adults, 2010 Dietary Reference Intakes for Koreans (2010 KDRI), and objectives of HP 2020. The associations between candidate components and risk of obesity, abdominal obesity, and metabolic syndrome were assessed using the 5th KNHANES data. The expert review process was also performed. Results: Diets that meet the food group recommendations per each energy level receive maximum scores for the 9 adequacy components of the index. Scores for amounts between zero and the standard are prorated linearly. For the three moderation components among the total of five, population probability densities were examined when setting the standards for minimum and maximum scores. Maximum scores for the total of 14 components are 100 points and each component has maximum scores of 5 (fruit intakes excluding juice, fruit intake including juice, vegetable intakes excluding Kimchi and pickles, vegetable intake including Kimchi or pickles, ratio of white meat to read meat, whole grains intake, refined grains intake, and percentages of energy intake from carbohydrate) or 10 points (protein foods intake, milk and dairy food intake, having breakfast, sodium intake, percentages of energy intake from empty calorie foods, and percentages of energy intake from fat). The KHEI is a measure of diet quality as specified by the key diet recommendations of the dietary guidelines and 2010 KDRIs. Conclusion: The KHEI will be used as a tool for monitoring diet quality of the Korean population and subpopulations, evaluation of nutrition interventions and research.

• Korean Security Journal
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• no.10
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• pp.103-125
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• 2005

Hazard are defined here as threat to life, well-being, material goods and environmental from the extremes of natural processes or technology. The challenges of natural and technology in increasing the exposure of people and property to risk pose a dilemma for any government seeking the fullest protection for its people and their property. As society progresses and as technology improves and becomes ever more intricate and far reaching, the human species is confronted with increasingly diverse and numerous catastrophic events. Not so infrequently, unfortunately, the impact of either a man-made or natural disaster is compounded by the fact that policy makers have neither prepared themselves or the public to respond appropriately to a disaster once the tragedy has struck. Many concerns have been raised for importance of emergency management after 1990's numerous urban disasters in Korea. Emergency management is the discipline and profession of applying science, technology, planning, and management to deal with extreme events that can injure or kill large numbers of people, cause extensive damage to property, and disrupt community life. When the primary function of private security is to protect lives and property of clients, emergency management should be included in the security service and many countermeasures should be carried out for that purpose. The purpose of this study is to establish ways and means needed to improve the private security emergency management system in Korea. This study is spilt into four chapters. Chapter I is the introduction part. Chapter II introduces the reader to a private security and emergency management theory, and Chapter III deals with the establishment of an effective emergency management system in Korea private security, Chapter IV is a conclusion. Policy makers and private security industry employers in Korea has not concerned with the importance of training and education by lack of recognition and has been passive about qualified guards. And the authorities supervising and the administrating the guards has not recognized the importance of private security and has neglected the training of the guards. In theses contexts, private security should develop and maintain a educational program of emergency management to meet their responsibilities to provide the protection and safety of the clients. Today's modern corporate security director, is, first of all, a competent, well-rounded business executive and, second, a 'service expert'. And, emergency management personnel in private security industry need continuous training.

• Journal of dental hygiene science
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• v.12 no.3
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• pp.189-195
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• 2012

The subjects in this study were 281 elderly people in some regions. After they were respectively interviewed, the following findings were given: The group of elderly people who brushed their teeth three times or more and who did toothbrushing in an arbitrary way were more concerned about oral health, and the gap between them and the others (p<.05). The group who paid a regular visit to dental clinics had more interest in oral health than the other (p<.01). The group who brushed their teeth in an arbitrary way had more remaining teeth, and the gap between them and the others(p<.05). The group who did toothbrushing for about two minutes had more remaining teeth, and more edentulous jaws were found in the group who brushed their teeth once (p<.01). The group who did toothbrushing three times or more scored higher in oral health knowledge, and the gap between them and the others(p<.01). And the group who paid a regular visit to dental clinics scored higher in oral health knowledge, and the gap between them and the other (p<.01). In the future, the development of a wide variety of oral health programs and prolonged oral health education are both required. Diverse oral health programs and education are expected to stir up elderly people's interest in oral health, to improve their oral health knowledge and to give a positive change to their oral health behavior.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.407-415
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• 2014

Genetic determinism of human behaviors is considered as a philosophical perspective that genes in humans determine biological as well as social traits. However, many biologists agree that human traits are determined by interactions between genes and genes, as well as between genes and environments. In this context, genetic determinism still affect ideas of the general public as well as research directions of biologists. According to Cl$\acute{e}$ment's KVP model (Cast$\acute{e}$ra & Cl$\acute{e}$ment, 2012), teachers' conceptions of genetic determinism influence students' concepts of genetics. This study intends to investigate teachers' conceptions on genetic determinism of human behaviors. For this end, a questionnaire adopted from a previous research (Cast$\acute{e}$ra & Cl$\acute{e}$ment, 2012) has been administered to 308 teachers including 151 pre-service and 157 in-service. Factor analysis has been conducted to extract major factors and one-way ANOVA has been employed to find out differences in extracted factors among different groups of teachers. Four factors have been extracted from 14 items of questionnaire, including factor 1, a perspective of genetic determinism of gender differences in intellectual ability, social status, and emotional traits; factor 2, a perspective of genetic determinism of individual differences in intellectual ability; factor 3, a perspective of genetic determinism of individual differences in biological immune function and behavioral trait; and factor 4, a perspective of genetic determinism of ethnic differences. From the results of One-way ANOVA among teacher groups on four factors, first, it has shown a significant difference in factor 1 (F=3.325, p=.006), factor 3 (F=3.320, p=.006) and factor 4 (F=4.325, p=.001) due to their subject matters. In post-hoc comparison there have been no significant difference between biology teachers and other teachers. It has also been found that there was a significant difference between pre-service and in-service teachers in factor 1 (t=-3.938, p=.000) and factor 4 (t=-3.121, p=.002) and in-service teachers are more genetic deterministic than pre-service teachers. Finally, different religions have no influence on teachers' conceptions of genetic determinism of human behaviors.

• Korean Journal of Health Education and Promotion
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• v.26 no.5
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• pp.57-70
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• 2009

Objectives: This purpose of this study was to make clear the fitness to data of the causality model related to father's child-rearing participation in a double-income household. Methods: Subjects of this survey consisted of the fathers of 2,006 households that use 21 day-care centers and 4 kindergartens whose cooperation was received via the city government departments that have jurisdiction over day-care centers and kindergartens in cities A and B in prefecture I and in city C in prefecture II (city A: 499 households; city B: 1,113 households; city C: 988 households). The surveyed items consisted of the father's age, the father's educational history, the number of children, the age of the youngest child, the father's parental-role awareness, the father's daily working hours, the father's return-home time, and child-rearing participation by the father. Results: The fit indices were found to be CFI = 0.912, GFI = 0.948, and RMSEA = 0.082. Regarding the path coefficients, the path coefficient of the pathway from the age of the youngest child to the father's parent positivity (0.08) and the path coefficient of the pathway from the father's parent positivity to child-rearing participation (0.19) were both at statistically significant levels. Also, the father's return-home time and the working hours, which were considered as disincentives exhibited a direct effect on child-rearing participation without being influenced by the father's parent positivity or parent negativity. The path coefficient of the pathway from return-home time to child-rearing participation was -0.43, and the path coefficient of the pathway from working hours to child-rearing participation was -0.13. The value of the path coefficient expressing the relationship between the return-home time and working hours was 0.80. Conclusion: Authors infered that it'll be the basic material to build a generation mechanism about vanity and father's child-rearing participation appropriately as a result of this research.

• Korean Journal of Optics and Photonics
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• v.28 no.5
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• pp.203-212
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• 2017

A scientific model refers to a conceptual system that can describe, explain, and predict a particular physical phenomenon. The co-construction of the scientific model is attracting attention as a new teaching and learning strategy in the field of science education and various studies. The evaluation and modification of models compared with the predicted models of data from the real world is the core of modeling strategy. However, there were only a limited data provided by the teacher in many studies of modeling comparing the students' predictions of their own models. Most of the students were not given the opportunity to evaluate the suitability of the model with the data in the real world. The purpose of this study was to develop a scientific model co-construction program that can evaluate the model by directly comparing the predicted models with the observed data from the real world. Through a collaborative discussion between teachers and researchers for 6 months, a 5-session scientific model co-construction program on the subject 'image formation by convex lenses' for second grade middle school students was developed. Eighty (80) students in 3 classes and a science teacher with 20 years of service from general public co-educational middle school in Gyeonggi-do participated in this 2-week program. After the class, students were asked about the helpfulness and difficulty of the class, and whether they would like to recommend this class to a friend. After the class, 95.8% of the students constructed the scientific model more than the model using the construction rule. Students had difficulties to identify principles or understand their friends, but the result showed that they could understand through model evaluation experiment. 92.5% of the students said that they would be more than willing to recommend this program to their friends. It is expected that the developed program will be applied to the school and contribute to the improvement of students' modeling ability and co-construction ability.