• 제목/요약/키워드: the contents of environmental education

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긴급구조훈련 개선에 관한 의식조사 연구 -강원도 소방조직을 중심으로- (A Study on the Consciousness Survey of Improvement of Emergency Rescue Training -Based on the Fire Fighting Organizations in Gangwon Province-)

  • 최윤정;구원회;백민호
    • 한국재난정보학회 논문집
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    • 제15권3호
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    • pp.440-449
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    • 2019
  • 연구목적 : 소방조직은 재난현장에서 가장 우선적으로 대응하는 기관으로 신속하고 체계적인 대응을 하기 위하여 긴급구조훈련을 실시하고 있다. 하지만 형식적인 훈련, 지역적 특성이나 환경적 특성이 고려되지 않는 훈련 등 긴급구조훈련의 한계점에 대한 변화와 개선의 필요성이 제기되고 있다. 연구방법 : 본 연구에서는 긴급구조훈련과 관련된 이론적 검토를 실시하고 강원지역 소방조직의 의식조사를 통하여 긴급구조훈련 개선방안을 제시하였다. 연구결과 : 긴급구조 활동 시 어려움이 있는 시설은 위험물 저장 및 처리시설이 가장 많았으며 긴급구조 대응업무의 수준은 응급복구가 미흡하다고 응답한 의견이 가장 많았다. 또한 긴급구조훈련의 효과는 도움이 된다고 응답하였지만 시나리오에 의한 훈련, 보여주기식 훈련, 매년 유사한 훈련, 현실감 없는 훈련, 유관기관의 관심 부족 및 형식적 참여 등으로 도움이 되지 않는다고 응답한 부분도 있었다. 그리고 긴급구조훈련 평가의 적절성은 대부분이 만족한다고 응답하였지만 훈련 유형과 상관없는 평가방식, 필요 이상의 훈련 규모를 설정하게 하는 평가방식, 유관기관의 형식적 참여를 유도하는 평가방식 등으로 만족하지 않는다고 응답하였다. 마지막으로 긴급 구조훈련 개선에 대한 요구도는 다양한 피해 상황을 반영한 훈련이 필요하다는 의견이 가장 많았다. 결론 : 긴급구조훈련 개선방안은 다음과 같다. 첫째, 다양한 훈련내용을 설정하고 지역의 주요 발생재난 등을 검토하여 지역적 특성에 맞게 작성해야 한다. 둘째, 소방서별 적절한 훈련계획을 위하여 긴급구조훈련계획 지침 및 매뉴얼 등을 개정하고 실무자를 대상으로 교육하고 이를 위해 긴급구조훈련에 대한 유형부터 전술, 전략까지 실무적으로 활용할 수 있도록 훈련을 정립해야 한다. 셋째, 실제 재난 발생 시 지원기관 및 유관기관의 참여도를 높이기 위하여 훈련계획단계부터 참여를 유도하고 인센티브 혹은 패널티(penalty)를 줄 수 있는 제도 등을 마련해야 한다. 넷째, 동시다발적으로 발생할 수 있는 재난 상황에 대비하여 소방서간, 권역별 훈련으로 기관별 지원태세 확립, 협조체계를 구축해야 한다. 다섯째, 긴급구조훈련 평가는 결과보다 훈련과정에 중점을 둘 수 있도록 하고 재난상황별 보완사항을 도출해내는데 관심을 두고 개선해야 한다. 특히, 세부절차에 수행여부를 평가하기 보다는 훈련의 종류나 형태 등을 고려하여야 하며 훈련 규모 보다는 훈련의 완성도(숙련도), 역할 수행여부 등을 고려할 수 있는 평가방안이 마련되어야 한다. 여섯째, 효율적인 긴급구조훈련을 위하여 실무자의 요구도를 파악하여 훈련 유형 및 방법에 대하여 소방서별 특성에 맞는 훈련으로 개선되어야 한다.

무상급식 전환에 따른 광주지역 중학생과 영양(교)사의 학교급식에 대한 인식 (Perceptions of school meal services of middle school students and dieticians/dietetic teachers in Gwangju area according to the conversion of free meal services)

  • 김숙화;허영란;노희경
    • Journal of Nutrition and Health
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    • 제48권1호
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    • pp.113-121
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    • 2015
  • 본 연구는 무상급식 전환을 경험한 광주지역 중학생과 학교에서 근무하는 영양(교)사를 대상으로 하여 무상급식 전환에 따른 학교급식의 만족도와 인식을 조사하였으며 그 주요 내용은 다음과 같다. 학생들의 급식만족도는 무상급식으로 전환된 후에도 높은 편 (53.8%)이었는데 급식 만족도는 여학생이 남학생 보다 유의하게 높았다 (p < 0.001). 학생들의 불만족의 이유는 배식량의 감소 (35.2%)였으며, 만족의 이유는 경제적 이유 (50.0%)가 가장 높았다. 무상급식 전과 비교하여 전체 학생의 69.9%는 학교급식 만족도에서 변화가 없다고 하였는데, 성별 간의 유의적인 차이가 있었다. (p < 0.05). 전체 중학생의 80.2%는 식단의 변화가 없다고 하였고, 70.6%는 기호도가 높은 음식의 빈도가 변하지 않았다고 하였으며, 64.0%는 잔반의 양이 변하지 않았다고 하여, 유상급식에 비해 학교급식의 만족도에서 큰 차이를 느끼지 못하고 있었다. 무상급식 전환에 따른 학생들의 학교급식 만족도에 있어 영양(교)사의 85.7%는 학생들의 만족도가 차이가 없다고 인지하여 중학생보다 다소 높은 수준이었다. 또한 영양(교)사는 학생들의 불만족 이유에 대해 66.7%가 급식 양의 부족이라고 하였고, 만족의 이유로는 79.5%가 식재료의 질적 향상이라고 답하여, 학생들의 만족 이유와는 다소 다른 인식이었다. 무상급식으로의 전환에 따른 식단에 대해 영양(교)사의 40.5%는 변화가 있다고 하였는데, 식품비의 상승이 가장 큰 원인이었다. 영양(교)사들은 59.5%는 기호도가 높은 음식의 횟수에 대해 변화가 없다고 하였고, 식재료의 질적 변화에 있어 채소의 종류가 증가하였으며, 95.2%의 영양(교)사는 학생의 잔반량이 변하지 않았다고 인지하였다. 영양(교)사들은 무상급식 전환에 따른 급식 업무에 있어 식단을 작성 할 때 식재료의 구매 및 비용 (26.2%)에 의해 제약을 받으며, 식단 선택 시 급식비 (45.2%)를 우선 고려하였다. 무상급식 전환에 따라 달라진 업무의 내용은 사무관리 (26.2%), 조리법 연구 및 개발 (19.0%)이었다. 본 연구의 결과, 학생과 영양(교)사가 인식하는 학교급식의 만족도는 무상급식 전에 비해 크게 변하지 않았다. 또한 학생과 영양(교)사 모두 식단과 선호도가 높은 음식 및 잔반에 있어 큰 변화를 인지하지 못하였다. 다만 영양(교)사는 무상급식에 따라 사무관리 업무량이 변화하였다고 하였고 급식비에 의해 식단선택이 제한되며, 질적 변화를 가져온다고 한 바, 위의 결과를 토대로 급식환경을 포함한 다양한 요인들이 중학생들의 학교급식 만족도에 미치는 영향을 밝힐 추후 연구가 필요할 것이다.

1개 종합병원 환자의 낙상에 관한 조사 (A Study on Fall Accident)

  • 이현숙;김매자
    • 대한간호
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    • 제36권5호
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    • pp.45-62
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    • 1998
  • The study was conducted from November 1995 to May 1996 at the one general hospital in Seoul. The total subjects of this study were 412 patients who have the experience of fall accident, among them 31 was who have fallen during hospitalization and 381 was who visited emergency room and out patient clinic. The purposes of this study were to determine the characteristics, risk factors and results of fall accident and to suggest the nursing strategies for prevention of fall. Data were collected by reviewing the medical records and interviewing with the fallers and their family members. For data analysis, spss/pc+ program was utilized for descriptive statistics, adjusted standardized $X^2$-test. The results of this study were as follows: 1) Total subjects were 412 fallers, of which 245(59.5%) were men and 167(40.5%) were women. Age were 0-14 years 79(19.2%), 15-44 years 125(30.4%), 45-64 years 104(25.2%), over 65 years 104(25.2%). 2) There was significant association between age and the sexes ($X^2$=39.17, P=0.00). 3) There was significant association between age and history of falls ($X^2$=44.41. P= .00). And history of falls in the elderly was significantly associated with falls. 4) There was significant association with age and medical diagnosis ($X^2$=140.66, P= .00), chief medical diagnosis were hypertension(34), diabetis mellitus(22), arthritis(11), stroke(8), fracture(7), pulmonary tuberculosis(6), dementia(5) and cataract(5), 5) There was significant association between age and intrinsic factors: cognitive impairment, mobility impairment, insomnia, emotional problems, urinary difficulty, visual impairments, hearing impairments, use of drugs (sedatives , antihypertensive drugs, diuretics, antidepressants) (P < 0.05). But there was no significant association between age and dizziness ($X^2$=2.87, P=.41). 6) 15.3% of total fallers were drunken state when they were fallen. 7) Environmental factors of fall accident were unusual posture (50.9%), slips(35.2%), trips (9.5%) and collision(4.4%). 8) Most of falls occurred during the day time, peak frequencies of falls occurred from 1pm to 6pm and 7am to 12am. 9) The places of fall accident were roads(22.6%), house-stairs 06.7%), rooms, floors, kitchen (11.2%), the roof-top, veranda, windows(10.9%), hospital(7.5%), ice or snowy ways(5.8%), bathroom(4.9%), playground, park(4.9%), subway-stairs(4.4%) and public-bathrooms (2.2%). 10) Activities at the time of fall accident were walking(37.6%), turning around or reaching for something(20.9%), going up or down stairs09.2%), exereise, working07.4%), up or down from a bed(2.7%), using wheelchair or walking aids, standing up or down from a chair(2.2%) and standing still(2.2%). 11) Anatomical locations of injuries by falls were head, face, neck(31.3%), lower extremities (29.9%). upper extremities(20.6%), spine, thorax, abdomen or pelvic contents(l1.4%) and unspecified(2.9%). 12) Types of injures were fracture(47.6%), bruises03.8%), laceration (13.3%), sprains(9.0%), headache(6.6%), abrasions(2.9%), intracranial hemorrage(2.4%) and burns(0.5%). 13) 41.5% of the fallers were hospitalized and average of hospitalization was 22.3 days. 14) The six fallers(1.46%) died from fall injuries. The two fallers died from intracranial hemorrage and the four fallers died of secondary infection; pneumonia(2), sepsis(1) and cell lulitis(1). It is suggested that 1) Further study is needed with larger sample size to identify the fall risk factors. 2) After the fall accident, comprehensive nursing care and regular physical exercise should be emphasized for the elderly person. 3) Safety education and safety facilities of the public place and home is necessary for fall prevention.

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간호원의 환자교육 활동에 관한 연구 (Study of Patient Teaching in The Clinical Area)

  • 강규숙
    • 대한간호학회지
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    • 제2권1호
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    • pp.3-33
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    • 1971
  • Nursing of today has as one of its objectives the solving of problems related to human needs arising from the demands of a rapidly changing society. This nursing objective, I believe, can he attained by the appropriate application of scientific principles in the giving of comprehensive nursing care. Comprehensive nursing care may be defined as nursing care which meets all of the patient's needs. the needs of patients are said to fall into five broad categories: physical needs, psychological needs, environmental needs, socio-economic needs, and teaching needs. Most people who become ill have adjustment problems related to their new situation. Because patient teaching is one of the most important functions of professional nursing, the success of this teaching may be used as a gauge for evaluating comprehensive nursing care. This represents a challenge foe the future. A questionnaire consisting of 67 items was distributed to 200 professional nurses working ill direct patient care at Yonsei University Medical Center in Seoul, Korea. 160 (80,0%) nurses of the total sample returned completed questionnaires 81 (50.6%) nurses were graduates of 3 fear diploma courser 79 (49.4%) nurses were graduates of 4 year collegiate nursing schools in Korea 141 (88,1%) nurses had under 5 years of clinical experience in a medical center, while 19 (11.9%) nurses had more than 5years of clinical experience. Three hypotheses were tested: 1. “Nurses had high levels of concept and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of a statistical method, the mean average. 2. “Nurses graduating from collegiate programs and diploma school programs of nursing show differences in concepts and knowledge toward patient teaching”-This was demonstrated by a statistical method, the mean average, although the results showed little difference between the two groups. 3. “Nurses having different amounts of clinical experience showed differences in concepts and knowledge toward patient teaching”-This was demonstrated by the use of the T-test. Conclusions of this study are as follow: Before attempting the explanation, of the results, the questionnaire will he explained. The questionnaire contained 67 questions divided into 9 sections. These sections were: concept, content, time, prior preparation, method, purpose, condition, evaluation, and recommendations for patient teaching. 1. The nurse's concept of patient teaching: Most of the nurses had high levels of concepts and knowledge toward patient teaching. Though nursing service was task-centered at the turn of the century, the emphasis today is put on patient-centered nursing. But we find some of the nurses (39.4%) still are task-centered. After, patient teaching, only a few of the nurses (14.4%) checked this as “normal teaching.”It seems therefore that patient teaching is often done unconsciously. Accordingly it would he desirable to have correct concepts and knowledge of teaching taught in schools of nursing. 2. Contents of patient teaching: Most nurses (97.5%) had good information about content of patient teaching. They teach their patients during admission about their diseases, tests, treatments, and before discharge give nurses instruction about simple nursing care, personal hygiene, special diets, rest and sleep, elimination etc. 3. Time of patient teaching: Teaching can be accomplished even if there is no time set aside specifically for it. -a large part of the nurse's teaching can be done while she is giving nursing care. If she believes she has to wait for time free from other activities, she may miss many teaching opportunities. But generally proper time for patient teaching is in the midmorning or midafternoon since one and a half or two hours required. Nurses meet their patients in all stages of health: often tile patient is in a condition in which learning is impossible-pain, mental confusion, debilitation, loss of sensory perception, fear and anxiety-any of these conditions may preclude the possibility of successful teaching. 4. Prior preparation for patient teaching: The teaching aids, nurses use are charts (53.1%), periodicals (23.8%), and books (7.0%) Some of the respondents (28.1%) reported that they had had good preparation for the teaching which they were doing, others (27.5%) reported adequate preparation, and others (43.8%) reported that their preparation for teaching was inadequate. If nurses have advance preparation for normal teaching and are aware of their objectives in teaching patients, they can do effective teaching. 5. Method of patient teaching: The methods of individual patient teaching, the nurses in this study used, were conversation (55.6%) and individual discussion (19.2%) . And the methods of group patient teaching they used were demonstration (42.3%) and lecture (26.2%) They should also he prepared to use pamphlet and simple audio-visual aids for their teaching. 6. Purposes of patient teaching: The purposes of patient teaching is to help the patient recover completely, but the majority of the respondents (40.6%) don't know this. So it is necessary for them to understand correctly the purpose of patient teaching and nursing care. 7. Condition of patient teaching: The majority of respondents (75.0%) reported there were some troubles in teaching uncooperative patients. It would seem that the nurse's leaching would be improved if, in her preparation, she was given a better understanding of the patient and communication skills. The majority of respondents in the total group, felt teaching is their responsibility and they should teach their patient's family as well as the patient. The place for teaching is most often at the patient's bedside (95.6%) but the conference room (3.1%) is also used. It is important that privacy be provided in learning situations with involve personal matters. 8. Evaluation of patient teaching: The majority of respondents (76.3%,) felt leaching is a highly systematic and organized function requiring special preparation in a college or university, they have the idea that teaching is a continuous and ever-present activity of all people throughout their lives. The suggestion mentioned the most frequently for improving preparation was a course in patient teaching included in the basic nursing program. 9. Recommendations: 1) It is recommended, that in clinical nursing, patient teaching be emphasized. 2) It is recommended, that insertive education the concepts and purposes of patient teaching he renewed for all nurses. In addition to this new knowledge, methods and materials which can be applied to patient teaching should be given also. 3) It is recommended, in group patient teaching, we try to embark on team teaching.

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