• 지역사회간호학회지
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• 제20권4호
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• pp.531-539
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• 2009

Purpose: To understand the differences and correlations of the knowledge of oral health, behavior, self-efficacy, belief, and the number of cavities in accordance with the general traits of elementary school students. Methods: The survey was conducted at 2 elementary schools in D city, which 740 respondents were analyzed. Results: A group of students who have received health education has plentiful knowledge of oral health and have more cavities. Also, a group of students who have been to dental clinics recently have more knowledge of oral health, follow guidance on oral health, and have high level of belief in health. The more knowledge of oral health the students have, the better they behave for oral health and the higher self-efficacy and belief in oral health become. Students with higher self-efficacy show more knowledge of oral health, more appropriate behavior, and stronger belief in oral health, while the number of cavities are much less. Conclusion: Health education contributes to improving the level of knowledge of oral health. Comprehensive programs beyond simple introduction of knowledge will be needed to improve behavior, self-efficacy, and belief in oral health. It is recommended to include a health clinic within a program for improving oral health in school so that it can help more students get oral health.

• 치위생과학회지
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• 제15권1호
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• pp.67-76
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• 2015

본 연구는 수도권 일부지역의 성인을 대상으로 치과 의료이용에 미치는 영향을 분석하기 위해 수행하였다. 앤더슨 모형을 기반으로 하는 구조화된 설문지를 이용하여 2013년 5월 7일부터 6월 20일까지 실시하였으며 SPSS 통계 Package version 20.0을 사용하여 다음과 같은 연구결과를 얻었다. 대상자의 51.7%는 여성이며, 남성은 48.3%이다. 연령은 만 18세 이상 29세 미만 31.2%, 30대 31.1%, 40대 24.5%, 50세 이상 64세까지는 13%이다. 지난 1년간 치과 의료이용을 한 응답은 57.5%이다. 치과 의료이용에 영향을 미치는 특성으로 연령(p<0.001), 지역(p=0.005), 흡연유무(p<0.001), 구강보조용품사용(p<0.001), 건강신념 중 유익성(p=0.004), 자기효능감(p<0.001), 장애성(p=0.028)으로 유의미하게 나타났다. 치과 의료이용여부를 위계적 방법으로 분석한 결과 모델 1, 2에서는 구강보조용품 사용중 치실, 전동칫솔, 치간칫솔 사용이 유의하였으며, 모델3에서는 구강보조용품중 치실, 전동칫솔, 치간칫솔과 더불어 건강신념 중 자기효능감과 장애성이 유의한 결과로 나타났다. 따라서 소인성 요인의 구강보조용품 사용과 필요 요인의 건강신념 자기효능감과 장애성이 치과의료에 영향을 미치므로, 이에 따른 구강 보건교육의 중요성을 강조하며, 치과 의료 이용의 접근성을 높일 수 있는 방안을 고려해야 할 것이다.

• 치위생과학회지
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• 제14권2호
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• pp.248-255
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• 2014

본 연구는 학교구강보건실을 운영하고 있는 초등학교 학생들의 구강보건지식과 교육효과를 알아보기 위하여 2013년 4월 11일부터 4월 30일까지 대전광역시 소재 초등학교 중 학교구강보건실 운영 3개교를 선정하여 4, 5, 6학년 재학생 326명의 자료를 SPSS ver. 12.0으로 분석한 결과 다음과 같은 결론을 얻었다. 전체 학생의 구강보건지식 평균 점수를 성별로 비교한 결과 유의한 차이 없이 나타났다. 학년별 비교에서는 4학년($6.60{\pm}1.52$), 5학년($6.89{\pm}1.43$), 6학년($7.49{\pm}1.19$) 순으로 상급학년이 될수록 구강건강지식 점수가 높게 나타나 학년별 유의한 차이가 있는 것으로 나타났다(p<0.001). 학년에 따른 구강보건지식의 차이를 문항별로 살펴본 결과 적절한 칫솔질 시간(p=0.011), 치주질환 증상(p<0.001), 치주질환 예방법(p=0.020), 그리고 올바른 칫솔질 방법(p<0.001) 등에서 통계적으로 유의한 차이가 있는 것으로 나타났다. 학교구강보건실에서 받은 처치에서 성별에 따라 치아우식병(p=0.015)과 치은염(p=0.044)에서는 남학생이 여학생보다 통계적으로 유의하게 높게 나타났고, 칫솔질 방법(회전법)에서는 여학생이 남학생보다 통계적으로 유의하게 높게 나타났다(p=0.001). 학년에 따른 차이는 치아우식병에서 4학년이 38.8%, 5학년이 55.1%, 6학년이 6.1%로 유의한 차이가 확인되었다(p=0.004). 학교구강보건실에서 교육 후 칫솔질 방법 변화는 성별(p=0.022)과 학년별(p=0.001)에 따라 유의한 차가 있는 것으로 나타났다. 성별에서는 남학생의 71.1%가 칫솔질 교육 후에도 태도변화 없이 자유롭게 칫솔질을 하는 것으로 나타나 여학생의 28.9%보다 높게 나타났다. 학년별로는 4학년 43.9%, 5학년 37.2%, 6학년 18.9%의 학생이 칫솔질 교육 후 회전법으로 칫솔질을 하는 것으로 응답하여 저학년일수록 교육 후 실천하는 태도변화가 많은 것으로 나타나 학년별 특성을 고려한 효과적인 칫솔질 교육프로그램에 대한 연구가 더 필요할 것이라 생각한다. 결론적으로 초등학교 학교구강보건사업의 다양한 프로그램 중 발치, 치아 홈 메우기, 불소도포 등은 전문가가 직접시술하게 되므로 안정적인 효과를 기대할 수 있으나, 바른 칫솔질 교육, 구강건강지식 교육은 실시 후 초등학생의 이해 정도 및 실천 정도에 따라 교육의 효과에 차이가 크다. 따라서 학생들의 학년별 특성 등을 고려하여 차별화된 교육프로그램을 개발하여 확대 적용할 필요가 있다.

• 대한통합의학회지
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• 제7권3호
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• pp.85-94
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• 2019

Purpose: The purpose of this study was to observe the degree of mask contamination in dental hygienist for general and oral bacteria and to identify areas of mask contamination after treatment. Methods: Masks were collected with every fifty dental hygienists who currently working in the department of preventive dentistry, prosthodontics, and orthodontics in Busan. The mask bacteria were collected in specific upper and side parts of the mask. Hand germs were collected using sterile cotton swabs, and then placed in a sterile conical tube. These were transferred to the laboratory. Hand germs and mask bacteria were incubated with nutrient broth (NB) and brain heart infusion broth (BHI) for 24 hrs and each cultured with NB and BHI plate at $37^{\circ}C$ for 48 hrs. Collected data were analyzed using the SPSS Window 20. Results: The number of bacteria was observed in the order of the department of preventive dentistry ($10.1{\times}10^5CFU/ml$), prosthodontics ($14.7{\times}10^5CFU/ml$), and orthodontics ($23.3{\times}10^5CFU/ml$) in the hand. In general bacteria, the difference of contamination was seen by the parts of the mask, but there was no significant difference. However, the oral bacteria were observed highly contaminated upper part of the mask in preventive dentistry. The mask contamination according to the medical departments was observed. Especially, the contamination of mask in preventive dentistry was significantly higher than other departments in oral bacteria. Conclusion: This study suggested that correct mask replacement and recognition of contamination areas can contribute to the prevention of infectious disease. and it would be necessary to increase hand hygiene performance to prevent cross-infection with masks. Also, this study may give an idea for making guidelines for mask management and supporting to establish clear criteria for the education program of personal protective equipment.

• 대한치과기공학회지
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• 제25권1호
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• pp.203-218
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• 2003

The 3 year graduate school course of the dental technician, which has been enforced since 1994 till the present date, differs from the currently existing 2 year graduate course because of an 8 weeks clinical field training course being newly executed and an imposed curriculum about manufacturing specialized prosthetics like all-ceramic, double prosthetic technology, attachment, and implant. Even though nearly 10 years have passed, the education program of the 18 colleges have still not been standardized and the subjects differing a little, while some are still not following the 3 years graduate course. The goal of this research is to emphasize the qualities of the 3 years graduate program and enable the dental technician to handle clinical models in the dental technical clinic right after graduation by adding clinical field training in the dental technician education program of the 18 colleges. Also in accordance to a national and international increase in esthetical prosthetics, credits, weekly study hours, education practice time of specialized prosthetic dental technology can be analyzed as follows. 1. In the year 2003, currently colleges start clinical practice education starting from the 1st semester of the 2nd year junior year, to the 2nd semester of 3rd year the varying in time with adequate class time, and credits. The average credit is 9.56, and weekly average class time is 18.00 hours. later clinical trainee education will be adjusted to the 3 year graduate school course to 10 credits and 20 hours and the adequate education period should be the 2nd semester of 3rd grade when most basic clinical education has been covered. 2. Currently in the year 2003, all-ceramic education has an average credit of 8.01 in 17 colleges with an exception of Ma-san college. The weekly average theoretical education is 4.94 hours, weekly clinical education of 7.88 hours and currently in 14 colleges porcelain technical class usually starts in the 1st semester of the 2nd year. All-ceramic education is thought to have adequate credits, timing, and weekly study hours. 3. Currently in 2003 implant education is enforced in 11 colleges including Bu-san Catholic university and the education period is usually in the 3rd year. Out of the 11 colleges, only Bu-san Catholic univ., Ma-san and Shinheung college have practice training classes. We knew that Shingu, Dongu, Mokpo science colleges have practice training as a curriculum, namely specific prosthetics laboratory. Out of the 9 colleges enforcing implant education the average credits taken are 2.56, and the average hours of weekly theory education is 2.14, but with the exception of Shinheung college which has an implant practice training course theory and practice classes are not divided. Therefore implant education is thought to start in the 3rd year as a 3 credit course with 3 hours of theory and practice each. 4. Currently in 2003, theoretical attachment education is given in 15 colleges and including practical training it is given in 10 colleges. The education starts 1st semester of the 2nd year till the 2nd semester of the 3rd year. The average credit of attachment theory education in the 15 colleges was 3.64, the average weekly theoretical education was 2.64, and the average weekly practice training out of the schools teaching it was 3.20. Later attachment education is thought to start the 1st semester of the 3rd year as a 3 credit course with 2 hours of theory class and 3 hours of practice training. 5. Double prosthetic technology is currently carried out in Dae-jon Health Science college(2nd year 2nd semester, 2 credits, theory 2hours), Gimcheon college (1 credit, 2 hours of practical training), Bu-san Catholic university (4th year 2nd semester, 4 hours of theory. practice). When the 3 year course is enforced, education will start 1st semester of the 3rd year with 2hours of theory and practice each. 6. The newly installed programs of the 3 year education is clinical field training, and specialized prosthetic manufacturing practice like all-ceramic, double prosthetic technology, attachment, and implant. If such education is to be effectively managed, a primary precursor as systemic basic clinical education is thought to be important. 7. Nationally in the 18 colleges of dental technology the currently executed curriculum course had varying subjects, class time according to the subject, and credits by each college. The curriculum difference between the colleges must be settled.

• Restorative Dentistry and Endodontics
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• 제47권1호
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• pp.8.1-8.9
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• 2022

Objectives: The aim of this study was to compare the color change of the Giomer resin composite (Beautifil-Bulk) by using photographs obtained with a smartphone (iPhone 6S) associated with Adobe Photoshop software (digital method), with the spectrophotometric method (Vita Easyshade) after immersion in different pigment solutions. Materials and Methods: Twenty resin composite samples with a diameter of 15.0 mm and thickness of 1.0 mm were confectioned in A2 color (n = 5). Photographs and initial color readings were performed with a smartphone and spectrophotometer, respectively. Then, samples were randomly divided and subjected to cycles of immersion in distilled water (control), açai, Coke, and tomato sauce, 3 times a day, 20 minutes for 7 days. Later, new photographs and color readings were taken. Results: The analysis (2-way analysis of variance, Holm-Sidak, p < 0.05) demonstrated no statistical difference (p < 0.005) between the methods in all groups. Similar color changes were observed for all pigment solutions when using the spectrophotometric method. For the digital method, all color changes were clinically unacceptable, with distilled water and tomato sauce similar to each other and with statistical differences (p < 0.005) for Coke and açai. Conclusions: Only the tomato sauce produced a color change above the acceptability threshold using both methods of color assessment. The spectrophotometric and digital methods produce different patterns of color change. According to our results, the spectrophotometric method is more recommended in color change assessment.

• 한국치위생학회지
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• 제10권5호
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• pp.877-885
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• 2010

Objectives : This study was carried out with the aim of utilizing it as basic data in a plan for oral health promotion by analyzing oral-health awareness in high school students of some districts in our country, and by analyzing physical, mental and social influential factors in oral health, through using OHIP(Oral Health Impact Profile). Methods : It surveyed by carrying out self-administered questionnaire research targeting 536 boy & girl high school students in the 1st and the 2nd grade at 3 high schools in some districts of Gyeonggi Province. Results : 1. As for experience of having not visited dental clinic, a case of having not visited accounted for 32.5%. On the other hand, a case of having visited accounted for 67.5%. As for the appearance of oral health education, only 2.8% responded as saying of having experience. 97.2% responded as saying of having not taken oral health education. 2. As for oral health state perceived by oneself, the response as saying of 'thinking it to be healthy' and that 'there is something wrong' showed the distribution of 34.1% that is the same ratio. As for oral health interest, a case of having a little interest(58.4%) or of being so much interested(12.5%) showed 70.9%. A case of having no special interest(24.8%) or of having no interest at all(4.3%) showed the level of 29.1%.3. As for oral health knowledge, the toothbrushing knowledge was the highest with 4.54 marks out of 6-point perfection. The toothbrush knowledge(4-point perfection) showed low point with 2.05 marks. 4. By gender, a case of men was high in OHIP(Oral Health Impact Profile) for the functional restriction and physical pain. On the other hand, in the remaining sphere, women were indicated to be high in OHIP. The statistically significant difference was indicated in the spheres such as physical pain, psychological discomfort, a drop in psychological ability, a drop in social ability, and social separation. 5. According to oral health state perceived by oneself, a case of thinking it to be healthy was indicated to be high in OHIP for every sphere. A case of thinking it to have gum disease was indicated to be low in OHIP for every sphere. The statistically significant difference was indicated in every sphere except the sphere of functional restriction. 6. As for a factor of having influence upon OHIP according to oral health knowledge, it was indicated that the higher toothbrush knowledge leads to having more influence upon OHIP. Conclusions : It could be known that the oral health knowledge and OHIP are varied as well according to the oral health interest level. Also, the oral health education proper for subjects is not being performed. Even as for frequency of visiting the dentist, a regular visit is failing to be made. In consideration of these points, the diversified and effective educational program is likely considered to be necessarily developed and improved that subjects can have more interest in oral health.

• 한국치위생학회지
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• 제15권6호
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• pp.1009-1017
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• 2015

Objectives: The study aimed to investigate the effect of communication competence on the organizational effectiveness in dental hygienists. Methods: A self-reported questionnaire was completed by 248 dental hygienists in Seoul, Incheon, and Gyeonggido from November 1 to 30, 2014. The questionnaire consisted of general characteristics of the subjects(4 items), job characteristics(10 items), communication competence(49 items), organizational commitment(15 items), job satisfaction(16 items), and turnover intention(5 items). The instrument for communication competence and organizational commitment was done by Likert 5 points scale. Data were analyzed by t test, one way ANOVA, stepwise multiple regression test, and post-hoc Scheffe test using SPSS 18.0 program Results: The average of communication competence was 3.49(${\pm}0.28$). Of the sub-factors of communication competence, interpretational competence had the highest score of 3.65(${\pm}0.33$) followed by self-presentation 3.50(${\pm}0.49$), message conversion 3.50(${\pm}0.47$), role performance 3.44(${\pm}0.37$), and goal setting competence 3.28(${\pm}0.60$). There were significant effects in the organizational commitment including workplace(dental clinic=1, ${\beta}$=-0.254), weekly average working hours($${\leq_-}40$$ hours=1, ${\beta}$=0.182), role performance(${\beta}$=0.163), self-presentation(${\beta}$=0.144), goal setting competence(${\beta}$=0.130), and position(head=1, ${\beta}$=0.137). There were significants effects in the job satisfaction including position(head=1, ${\beta}$=0.217), weekly average working hours($${\leq_-}40$$ hours=1, ${\beta}$=0.204), education level(graduate school=1, ${\beta}$=0.184), job career(3~6 years=1, ${\beta}$=-0.181), goal setting competence(${\beta}$=0.194), and interpretational competence(${\beta}$=0.124). Conclusions: The communication competence of the dental hygienists showed a partial effect on the organizational effectiveness. In order to improve the organizational commitment and job satisfaction and the turnover intention, a variety of efforts must be taken and focused on goal setting competence, role performance, self-presentation, and interpretational competence.

• 치위생과학회지
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• 제6권3호
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• pp.201-206
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• 2006

본 연구는 초등학생의 구강보건지식정도와 행동을 조사하여 학교구강보건사업 계획시 기초자료로 사용하고자 하였으며, 학교구강보건교육을 실행시 올바른 구강보건지식과 행동을 습득시키고 유도하고자 대구시내에 소재하는 S초등학교 한 곳을 편의추출법에 의해 선정한 후 임의로 4학년, 5학년, 6학년의 학생을 대상으로 설문지를 일괄적으로 배부하고 개별자기기입방식으로 작성하게 하여 532부를 회수하여 미기재한 설문지 42부를 제외한 490부를분석한 결과는 다음과 같다. 1. 학생들의 구강보건지식의 수준은 오답자에 비해 정답자의 수와 지식수준에 따라 '저, 중, 고' 3개의 집단 중 '고' 집단이 많았으며, 학생들의 구강보건행동으로 하루 칫솔질 횟수는 '2회' 346명(70.6%), 연간 치과의료기관 방문횟수는 '3회 이상' 144명(29.4%), 예방치료 경험유무는 예방치료를 한 경험이 있는 집단이 하지 않은 집단보다 많았다. 그리고 하루 우식성식품섭취 횟수는 '1회' 263명(53.7%)으로 가장 많았다. 2. 학년별 및 성별에 따른 구강보건지식은 4, 5, 6학년 모두 '고'가 유의하게 높게 나타났으나 성별에 따른 구강보건지식은 남녀 모두 '고'가 높게 나타났으나 유의한 차이는 없었다. 3. 학년별 및 성별에 따른 구강보건행동으로서 학년과 유의한 차이를 나타내는 변수는 치과방문 횟수가 유의하게 높게 나타났고, 4, 5, 6학년 모두 하루 우식성식품섭취 횟수 '1회'로 유의하게 높게 나타났다. 그리고 성별과 유의한 관련을 나타내는 변수는 남자와 여자 모두 하루 칫솔질 횟수 2회로 유의하게 높게 나타냈다. 4. 학생들의 구강보건지식과 행동의 관련성으로서 구강보건지식은 하루 칫솔질 횟수, 연간 치과의료기관 방문 횟수, 예방치과 경험유무와는 유의한 관련성은 없었으나 하루 우식성식품섭취 횟수와는 하루 '1회'로 유의한 관련성이 있었다. 이상의 연구를 통하여 조사대상자들의 구강보건지식과 행동이 대체적으로 양호한 상태였으나, 구강보건지식과 행동은 크게 관련성이 없는 것으로 나타났다. 이로 미루어 짐작하건대 구강보건지식수준이 높다고 하여 구강보건행동이 반드시 수반되는 것은 아님을 알 수 있다. 따라서 보다 실천적인 구강보건교육이 이루어져야 하겠다.

• 치위생과학회지
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• 제16권2호
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• pp.111-117
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• 2016

이번 연구는 생애 과도기이자 입시 스트레스를 비롯한 여러 스트레스를 겪고 있는 고등학생을 대상으로 청소년의 스트레스 인지수준이 식습관과 구강보건행태에 어떤 관련성이 있는지 파악하고자 전라북도 일부 지역에 위치한 고등학교 1~3학년을 대상으로 설문조사를 실시하여 다음과 같은 결론을 얻었다. 가장 높은 스트레스 유형은 학업 스트레스로 $3.09{\pm}0.89$를 보였고, 그 다음은 가정(가족) 스트레스가 $2.85{\pm}0.84$로 나타났다. 여학생보다 남학생이 치과의료기관을 이용할 가능성은 적은 것으로 나타났으며, 주관적 구강건강상태에서는 본인의 구강건강상태가 좋지 않다고 생각하거나 보통이라고 생각하는 사람의 치과의료기관을 방문할 가능성이 적은 것으로 나타났다(p<0.05). 또한 스트레스가 높을수록 치과의료기관을 방문할 가능성은 높은 것으로 나타났고(p<0.05), 성적이 상위권인 학생들이 규칙적인 식사를 할 가능성이 높게 나타났다(p<0.01). 스트레스가 높을수록 우식성 식품을 섭취할 가능성이 유의하게 높았으며(p<0.01), 성적이 중위권인 학생들이 우식성 식품을 섭취의 가능성이 높게 나타났으나(p<0.01), 상위권인 학생들은 우식성 식품의 섭취 가능성이 낮게 나타났다(p<0.05). 이상의 결과로 볼 때 스트레스 인지수준이 식습관과 구강보건행태에 영향을 주고 있음을 나타내므로 스트레스를 완화시키기 위해 학교 내에서는 고등학생들의 신체적, 정신적 건강을 증진시킬 수 있는 프로그램을 개발해야 하며, 바람직한 식습관 형성을 위해 실질적이고 체계적인 구강보건교 육이 필요할 것으로 생각된다.