• Child Health Nursing Research
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• v.12 no.4
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• pp.478-485
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• 2006

Purpose: The purpose of this study was to examine the relationships between safety knowledge, health beliefs and self-efficacy in child care teachers. Method: The participants were 394 teachers from child care centers in Seoul city. Data collection was done using a questionnaire that included a Safety Knowledge Test, Health Belief Scale and Self-efficacy Scale. Descriptive statistics, t-test, ANOVA, and Pearson correlation coefficient were used to analyze the data. The SPSS 11.0 Win program was used for analysis. Results: The mean was 12.11 for safety knowledge, 38.31 for health belief, and 91.07 for self-efficacy. There were statistically significant differences in the degree of safety knowledge according to safety education, in the level of health beliefs according to length of service as a teacher and in the degree of self-efficacy according to age, and length of service as a teacher. There were statistically significant positive correlations between safety knowledge and health belief, and between safety knowledge and self-efficacy of child care teachers. Conclusion: According to the results, programs to improve safety knowledge, health beliefs and self-efficacy of child care teachers should be developed and used to decrease the proportion of accidents involving children in Korea.

• Journal of the East Asian Society of Dietary Life
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• v.21 no.1
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• pp.14-23
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• 2011

The purpose of this study was to develope nutritional teaching materials and programs for childcare major students by determining interrelations between nutritional knowledge, dietary habits and dietary self-efficacy. Out of 400 questionnaires distributed to the students majoring in childcare in Daegu, 354 were analyzed by SPSS WIN 12.0 program. The results were summarized as follows. Childcare major students' distributions of nutritional knowledge, dietary habits and dietary self-efficacy were approximately all middle levels. Nutritional knowledge scores were influenced by age and self-assessment of health. Childcare major students' dietary habits were influenced by age, the degree of satisfaction of diet, and the degree of interest in diet. Dietary self-efficacy of childcare major students was influenced by gender, satisfaction of diet, whether or not they were on a diet, recognition of the need for nutritional knowledge, and the degree of interest in diet. Nutritional knowledge and dietary habits were positively correlated with dietary self-efficacy of childcare major students. In short, childcare major students with higher nutritional knowledge scores had higher dietary self-efficacy. Further, childcare major students who had a regular diet and balanced dietary habits had stronger dietary self-efficacy.

• Women's Health Nursing
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• v.24 no.3
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• pp.310-321
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• 2018

Purpose: To examine the effect of menstrual self-management education program on knowledge and behavior of menstrual self-management in high school girls. Methods: With a randomized controlled trial, 100 high school girl students were randomly assigned into experimental group and control group. Menstruation self-management program was consisted of a total of four sessions of education program (1 hour of education per session). Control group only received the first class of education. Measurement tools were 20-item menstrual knowledge scale and 12-item women's genito-urinary hygiene scale. Pretest and post-test questionnaires were administered. Results: There were significant differences in menstrual knowledge as well as menstrual self-management behavior between the two groups. The experimental group showed significant improvement in both menstrual knowledge score (t=13.37, p<.001) and menstrual self-management behavior score (t=8.38, p<.001) than the control group. Conclusion: Results of this study suggest that the monthly self-management education program is effective in increasing the knowledge of menstruation of female high school students and enhancing their performance. This program needs to be implemented as a part of high school's standard sex education. Further study is needed to analyze follow-up effects of the program on self-management behavior of students after at least one menstrual cycle.

• Knowledge Management Research
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• v.16 no.1
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• pp.55-69
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• 2015

Employees' knowledge contribution is one of the critical activities that maximize internal capability of the firm and facilitate organizational innovation by sharing scattered internal knowledge. This study integrates antecedents of knowledge contribution based on the theory of planned behavior(TPB). Utilizing TPB as a theoretical framework, expected reciprocity, subjective norm, and self-efficacy's direct effects on knowledge contribution were assessed. Additionally, interaction effects among expected reciprocity, subjective norm, and self-efficacy were explored. As the results of analysis, all the antecedents significantly influenced knowledge contribution. Interestingly, when the knowledge source's self-efficacy was high, the influence of expected reciprocity on knowledge contribution was decreased. Similarly, when the knowledge source's subjective norm for knowledge contribution was high, expected reciprocity's effect was weakened. This implies that when facilitating knowledge contribution, interaction effects among antecedents of knowledge contribution, as well as their direct effects, should be considered.

• Knowledge Management Research
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• v.16 no.2
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• pp.67-89
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• 2015

Improving productivity of knowledge workers is an important issue in the 21st century referred as knowledge-based society. The core key word is knowledge sharing among constituents of an organization. The purpose of this study is to combine the social network position factors with attitude and behavior factors, and develop an integrated research model for the knowledge sharing among members of an organization. This study adopted the integrated theoretical framework based on social capital, self-efficacy, transactive memory, and knowledge sharing. Surveys were conducted to 42 organizational members from a department in a leading IT outsourcing company to empirically test the proposed research model. In order to validate the proposed research model, social network analysis tool, UCINET, a structural equation modeling tool, SmartPLS, were utilized. The empirical result showed that, first of all, organizational members' familiarity network position had significant influence on knowledge self-efficacy and transactive memory capability. Second, knowledge self-efficacy and transactive memory capability affected knowledge sharing intention. Third, knowledge sharing intention also had an impact on the job performance. However, organizational members' expertise network position had no significant influence on knowledge self-efficacy and transactive memory capability. This finding reveals the importance of the emotional approach rather than the rational approach in knowledge management. The theoretical and practical implications on the research findings were discussed along with limitations.

• Child Health Nursing Research
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• v.22 no.2
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• pp.87-96
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• 2016

Purpose: This study was done to identify the level of knowledge and practice of self-management on asthma of school-aged children and to provide data for the development of an intervention program to improve self-management on asthma Methods: The participants were 100 school-aged children who were treated currently for asthma in J city located in G province. Data were collected from 25th August to 30th October 2014. Results: The mean scores were 14.37 of 20 for self-management knowledge (percentage of correct answer 71.9%), 21.65 of 30 for self-management practice. There were significant differences in knowledge according to grade, diagnosed age, food allergy, education on asthma and hardship in school life, and in practice according to gender and economic status, hardship in school life and experience of first-aid on asthma. There were positive correlations between knowledge and practice. Conclusion: Results indicate that school-aged children' knowledge and practice in self-management of asthma were not sufficient enough to perform accurate management of asthma. Therefore, to improve self-management ability of school-aged children to manage effectively asthma, educational strategies that focus on increasing knowledge need to be developed.

• Knowledge Management Research
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• v.18 no.4
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• pp.261-286
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• 2017

Key factors enhancing transfer behavior of training and knowledge sharing are of great interest to researchers and executives because training transfer and knowledge sharing activities are remarkable predictors of organizational growth. This study investigates the core motivations for boosting transfer behavior of training and knowledge sharing. To empirically test the impacts of employee training, servant leadership and self-efficacy, a survey was conducted in small-medium sized companies. The data (N=292) were analyzed using structural equation modeling analysis. The results indicate that higher employee training positively leads to self-efficacy and transfer behavior of training. Servant leadership is positively leads to self-efficacy, transfer behavior of training, and knowledge sharing. Self-efficacy of employees induces greater transfer behavior of training and knowledge sharing. Finally, transfer behavior of training encourages workers to increase knowledge sharing. This study represents an initial step to examine the psychological mechanism of improving employees' transfer behavior of training and knowledge sharing activities based on the employee training qualities and servant leaderships.

• The Journal of Korean Society for School & Community Health Education
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• v.6
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• pp.65-73
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• 2005

Purpose : This study was to describe health behavior, self-esteem, health knowledge, health education needs, and to assess the effects of health behavior on self-esteem, health knowledge and health education needs. Study Methods : A self-administrated questionnaire was carried out to randomly selected students in two middle schools in Seoul, Korea. The questionnaire contains items of health behavior on self-esteem, health knowledge and health education needs. Results : The mean score differences of health behavior were not meaningful. Health behavior had significantly positive correlation with self-esteem, health knowledge and health education needs. The multiple regression showed that higher self-esteem, health knowledge and health education needs was associated with higher scores of health behavior. Discussion : Health knowledge has a significant effect on health behavior Therefore, regular health education class must be based on health knowledge and health education needs.

• Asian Oncology Nursing
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• v.8 no.1
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• pp.8-16
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• 2008

This study was conducted to investigate whether an individualized cancer patient education would increase self-care knowledge and performance. Eventually, it was to reduce side effect and promote self-care for chemotherapy. Method: This study utilized a nonequivalent control group pre-post test design. The subjects included 50 patients with cancer 25 in the experimental group, and 25 in the control group. The study was performed from January 2006 to June 2006 for the patients who were first treated by chemotherapy in a university hospital. Results: Individualized education was significantly increased in self-care knowledge and performance. Self-care knowledge and performance showed significant correlations as well. Conclusions: Individualized patient education was an effective nursing intervention in increasing self-care knowledge and performance for chemotherapy.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.2
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• pp.277-283
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• 2007

Purpose: The purpose of this study was to determine the effect of BSE education and practice on knowledge, self efficacy and performance in female nursing students. Method: The subjects consisted of 40 students from 2 nursing colleges. They responded to questionnaires that included knowledge, self-efficacy and performance of BSE within a 3-month interval. The experimental group was subjected to a 90 minute-educational session. Their knowledge of BSE was measured using Choi's tool and self-efficacy was measured using Champion and Scott. Result: Self-efficacy and frequency of BSE performance in the experimental group were significantly higher than those of the control group while BSE knowledge was not significantly different between the two groups. Conclusion: Nursing students don't put their knowledge into practice. This fact suggests that changing a behavior needs something more than knowledge. In this study, the BSE education had an effect on self-efficacy and performance. Therefore, practical education needs to be reinforced for nursing students to perform BSE for their own health and to be able to demonstrate it for clients.