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정인숙,정재심,신용애,강규숙,김명자,조복희,김금순,황선경,Jeong, Ihn-Sook,Jeong, Jae-Shim,Shin, Yong-Ae,Kang, Kyu-Sook,Kim, Myung-Ja,Jo, Bok-Hee,Kim, Keum-Soon,Hwang, Sun-Kyng 한국가정간호학회 2002 가정간호학회지 Vol.9 No.1
This study was conducted to assess need for education on the infection control by examining the knowledge on infection control in home care of the home care trainees who had completed an infection control course. Using 64 items questionnaire. home care trainees of eight home care education institutions who took classes related with infection control. The level of knowledge evaluated subjectively was 4.24point (full mark: 5 point). The correct answer rates for handwashing and gloving. cleaning patients' rooms. preventing sharp injury, preventing exposure to potential infectious agents, home care bag technique were 84.5% 86.4% 70.7% 65.3% 76.2% representatively. For the knowledge on the infection control principles to prevent catheter related infection, indwelling catheter related infection, tracheal tube related pneumonia. L-tube related infection, oxygen therapy related infection. and wound infection were 62.8% 27.8% 39.1% 87.8% 76.5% 80.5% representatively. The correct answer rates varied depending upon the educational institutes (p< = .0001), educational levels (p= .001), workplaces (p<.0001), and the experience of infection control education (p= .001). Considering these results. a standardized curriculum must be developed and implemented after analyzing the existing infection control curricula of the home care education institutes. and guide books for infection control in home care should be developed and distributed. In addition. continuous infection control education be provided to the home care nurses through reeducation so they can acquire new knowledge needed for carrying out infection control activities effectively.
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남호엽,조복희 한국사회과교육연구회 1999 사회과교육 Vol.- No.32
본 연구는 문화역사적 관점에 바탕하여 지도학습에 사용할 교재구성에 주안점을 두었다. 문화역사적 관점은 비고스키의 심리학을 기초하는데, 인간의 인지과정에서 문화적 맥락의 개입을 본질적인 측면으로 간주한다. 인지발달은 심리간 수준에서 이루어지는 상호작용에 기원을 두며, 이후에 심리내 수준으로 내면화된다. 학습은 근접발달지대에서 교사의 비계설정을 통해서 이루어지고 발달을 촉진할 수 있다. 학습자는 단원활동을 통해서 일상에서 만들어진 자발적 개념을 과학적 개념으로 발달시킨다. 문화역사적 관점에서 地?學習은 기호매개활동을 통해서 관행 공동체에 참여하는 상황이다. 교재구성에서는 학습자들이 공동의 활동을 통해서 지도 문식성을 발달시킬 수 있도록 하였다. 특히 의미의 사회적 구성 과정, 자발적 개념과 과학개념의 관계, 근접발달지대의 다양성을 고려해서 교재 구성을 시도하였다. The purpose of this study is to develop teaching material for Map Learning based on cultural-historical perspective. The main idea of cultural-historical perspective is as follows; 1) Cognitive development is due to the individual's social interaction within the environment. 2) The concept of internalization shows general law of cultural development, which is the progress transfer from external social activity mediated by signs to internal control. 3) Good instruction is aimed at the learner's zone of proximal development which encompasses the gap between actual development level and potential development level. 4) The direction of development is guided by instruction in scientific concepts considered important by the teacher. In cultural-historical perspective, map learning is a participation process through the semiotic mediated activities. While teaching material is developing, researchers intend to learners' advancement of map literacy, which is made by joint activities. Therefore, developed teaching materials are reflected social constructions of meaning, relationships between the spontaneous concept and scientific concept, and ZPD.
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