RN-BSN과정 학생들의 아동간호학 교육내용에 대한 교육 요구도 조사

조결자,강경아,김신정,문영숙,유경희,이지원,Cho Kyoul Ja,Kang Kyoung Ah,Kim Shin Jeong,Moon Young Sook,Yoo Kyung Hee,Lee Ji Won 한국아동간호학회 2000 Child Health Nursing Research Vol.6 No.3

Considering the rapid change of modern nursing knowledge, it is necessary to make changes in the curriculum of nursing education periodically according to the patient-nursing needs and the students' needs. This means that nursing education has to provide opportunities for the development of knowledge, skills, and attitudes. Also, as the students of the RN-BSN program being all registered nurses, the education program for them is planned differently from the general undergraduate program. This study was conducted to establish the scope of educational contents of pediatric nursing in RN-BSN program. The contents of the pediatric nursing curriculum and its necessity was identified and reviewed. From June 5 to June 30 2000, data were collected from 309 RN-BSN students in 5 nursing schools. The questionnaire used for this study was developed by their researchers and the Korean Nursing Association and consisted of items according to the curriculum contents of pediatric nursing. The data were analyzed through frequency and percentages and was analyzed using SPSSWIN 10.0 programs. The results were as follows: 1.In the section surveying on the credits of pediatric theory and clinical practice, 3 out of 5 schools had 2 credits in theory (60.0%), and 2 credits for clinical practice in 2 schools, and 2 credits were given to the elective practice in 2 other schools. 2. In analyzing the degree of demand for lecture and clinical practice, 52.1% of students preferred lectures to be given by professors and 53.7% preferred their level of undergraduate knowledge updated and finally most of the students (81.9%) didn't want to do the clinical practice. 3.The students weighted the importance of current curriculum contents as follows : sex education of adolescence(60.8%), high-risk infant(59.5%), sex education of school age children(59.2%), the handicapped children (55.7%), health assessment(52.4%), children with pneumonia(51.5%), children with asthma (47.1%), children with burns(41.1%). In conclusion, there is a need for research to measure the degree of education satisfaction and needs in RN-BSN students and to improve the curriculum contents in pediatric nursing.

中·高等學校 敎科課程中 健康敎育內容에 關한 硏究

趙潔子,姜賢淑 慶熙大學校 1980 論文集 Vol.10 No.-

The purpose of the study was to survey the proportion of the health education contents in the textbook of middle and high schools according to the grades and subjects, and to offer basic resources for reorganization of textbooks and for the utilization of manpower in the near future. This study was reffered to 589 textbooks which were reorganized in 1979 and edited in 1980, and was concentrated upon 38 textbooks contain health education contents. The results of this study is as follows: 1. Health education contents in the textbook of middle school 1) By grade, the order was 1st grade(17.3%), 3rd grade(16.8%), and 2nd grade(6.6%), Major health education items of each grade was of nutrition(32.6%) in the 1st grade, environmental sanitation(45.2%), in the 2nd grade, and anatomy and physiolosy(21.1%) child care(19.2%) in the 3rd grade. 2) By subject, the proportion of Health education contents between Home economics (16.6%) and Health education(15.3%) was similar, but Science(10.3%) shows low proportion. Major health education items of each subject was of Accident and emergency care(17.3%) in the Physical education, Nutrition(30.5%) in the Home economics and Anatomy and physiolosy(55.8%) in the Science. 2. Health education contents in the textbook of high school 1) By subject, the order was Physical education(29.9%), Military drill(26.7%), Home economics(24.1%) and Biology(23.4%), but there was no significant difference. Major health education items of each subject was of Social medicine and health institute(13.7%) Accident and emergency care(13.3%) in the Physical education, Accident and emergency care(55.9%) in the Military drill, Nutrition(40.4%) in the Home economics, and Anatomy and physiology(68.3%) in the Biology. However, there was a difference on quantity and priority of Health education contents according to the characteristics of subject. 2) In the technical department, the order of contents which were related with health education was House hold technical department(93.3% out of subjects in total unit 102-156), Agricultural technical department(41.8% out of 3 subjects in total unit 102-156), Physical technical department(31.5% out of 2 subjects in total unit 102-156), and Industrial technical department(8.6% out of I subject in total unit 114-156). 3. Health education contents according to the educational grade (course) in the textbooks The rate of unit which was contained Health education contents was similar between middle and high school: male; 15-17 unit, female; 24-26 unit out of the total unit 96-105 in the middle school and male; 34-40 unit, female; 42-50 unit out of the total unit 192-210 in the high school. The proportion of contents in the high school was two times higher(25.9%) than in the middle school(13.9%).

저체중 출생아의 모아상호작용 : 수유와 교육상황을 중심으로

조결자,전은영 慶熙大學校 1993 論文集 Vol.22 No.-

The purpose of this study was to determine changes in the degree of mother-infant interaction of low birth weight infants for the period up to three months of mother and infant living together, and to care of them for prevent their developmental problems. 24 dyad of low birth weight infant and his mother were selected by convenience sampling from two general hospitas and one pediatric hospital in Seoul. Data were collected by the researcher throughout the three phage(zero, one, and theree months of the period of mother-infant living together) for 11 months from January, 20 to December 20, 1992. This study were based on the mother-infant interaction model developed by Banard. Mother-infant interaction were collected by using observation and interview. and Maternal Attitud, self-conception, and Symptoms of Stress were ollected by using questionare. Data were analyzed using repeated measures ANOVA, Pearson correlation coefficients, t-test or ANOVA, frequency, and mean. Findings of this study was summarized as follow; 1. The average of infants´s gestational period was 35.04 weeks, modified age was 36.67 weeks, and mother-infant seperational peried was 25.95 days. The average of mother´s age was 30.25 years, and morriage period was 28.4 months. 2. The comparison of two groups for the mother-infant interaction according to the period the mother and infant were living together. 1) At discharge mother-infant interaction during feeding was 41.1% of total score, but at one and three month the scores were graduall increased (one month, 61.1%; three moth, 63.2%). So there was statistically significant difference (p=.000). Within mother´s mother-infant interaction categories, except the catogory of [response to distress] as most of infants didn´t response this catogory, [Cognitive growth fostering] were lower than the other category, but [Cognitive growth fostering] were the most high. 2) At one month fter discharge mother-infant interaction during teaching was 41.6% of total score, but three month of the period of the mother and infant living together scores were increased(52.9%), so there was statistically significant difference(p=.005). Within mother´s mother-infant interaction categories, except the catogory of [response to dis-tress as most of infants didn´t response this category, [Cognitive growth fostering´ were lower than the other category, but [social-emotional growthe fostering] were the most high. 3. 1) Mother characteristios The result of observation about the factors affecting the mother-infant interaction, mother-infant interaction during feeding were affected by infant´s sex and birth weight. At the zero month peried of the mother and infant living together, male infant was higher than female. And the higherbirth weihgt, the more mother-infant interaction (γ=.4833, p=.029). At one month of the period the mother and infant living together, marrital period were negatively correlated with the mother-infant interaction during teaching (γ=-.7197, p=.004), but self-conception were positively correlated (γ=.5019, p=.027). 2) Infant characteristics At three month of mother-infant living together, Gestational period was positively correlate with mother infant interaction(γ=.620, p=.006). INconclusion, the period of mother-infant living together was positively correlated, therefore these findings suggest the need for nursing intervention directed at impoving the quality of the interaction between mother and infant. During feeding and teaching, it was necessary for mother to concern on [cofnivive development fostering]. The result suggest that the mother-infant interaction can be enhanced by providing prenatal education and supporting the mother for mother´s self-conception was directly affected to mother-infant interaction. It is necessary that mother provided to infant with educational environment and had more sensitivity on her baby´s cues although her baby was immature.

청소년의 가정환경 요인과 자아개념, 정신건강비교 연구

조결자,김윤희,조미영 대한간호협회 1987 대한간호 Vol.26 No.1

4년제 정규과정과 RN-BSN과정 간호학생의 간호관 비고

조결자,백승남 대한간호학회 간호행정학회 2004 간호행정학회지 Vol.10 No.4

This descriptive survey design study was aimed to investigate nursing students' perspectives of nursing care. One hundred seventeen junior or senior students in BSN program and 131 junior or senior students in RN-BSN program at K University were compared and contrasted in terms of their perspectives on nursing care. Using the instrument developed by Cho Kyoul-Ja and Song Mi-Ryung(1997), the data were collected from April 1st to April 30th in 2003. The findings of the research are as follows. 1. The average perspective score of the RN-BSN students was higher than that of the BSN students. 2. The RN-BSN students reported higher scores than those of the BSN students in perspectives on personal qualification and meanings, and perspectives on scope and function of their nursing care. However, there was no significant difference between the groups in overall nature and domains of nursing care. 3. In terms of the participants' demographic backgrounds such as, grades in the program, religion, history of hospitalization, there was no significant difference between the BSN and RN-BSN groups. 4. No significant difference was found within the RN-BSN group in terms of their nursing perspectives associated with the years of clinical experience. In conclusion, the score of nursing perspectives in RN-BSN student group was higher than that of the BSN students. No other differences were found in this study. The higher nursing perspective score in RN-BSN group is attributed to their clinical experience. Thus, it is suggested that philosophy and value of nursing should be taught early in nursing program in order for nursing students to obtain proper points of views on nursing care. In addition, nursing philosophy, holistic view, and humanistic values should be stressed in continuing education for clinical nurses in order for them to maintain dignitary perspectives in nursing care.

看護學生의 看護業務에 關한 調査硏究

趙潔子,姜賢淑 慶熙大學校 1979 論文集 Vol.9 No.-

A study of nursing students activities in medical-surgical units during day and evening shifts was carried out in order to determine the difference between the faculty's planned practice experience and the actual experience of the students and the difference according to shifts. During five days and evenings 47 third year students used the faculty-prepared check list to record their activities. The data was analysed by hand and selected items tested for correlation by chi square. The results included. 1. Analysis of activities on patient-centered, personel-centered, unit-centered or other-centered: a. There was little difference between activities according to the day of the week. Activities primarily involved patient centered direct nursing care, followed by indirect nursing care. Time was spent primarily on patient-centered direct nursing care, indirect nursing care and self-centered activities. On friday, time on self-centered activities exceed direct patient care. For the total five days, most time was spent on patient-centered activities (74.1%) and least on patient teaching (3.0%). b. On each shift, time was spent primarily on direct nursing care. But there was a significant difference in the amount of time spent on other activities during the day and evening shift, indirect nursing (17.3%) and other-centered activities (14.6%) during the day shift and other activities (13.3%) and indirect nursing (11.1%) during the evening. More time was spent on exchange of information activities during the evening (18.2%) than during the day (3.0%). c. There was no significant difference in the amount of time spent on direct nursing care according to shift (x^2 = 9.2, p > 0.05). The total time was spent primarily on patient measurement activities (41.9%), injection (20.2%) and oral medication (12.8%). Least time was spent rehabilitation nursing care (1.0%). d. There was a significant difference in the time spent on indirect nursing care activities according to shift (x^2 = 9.39, p < 0.05). Time was spent primarily on bed-making (59.4%) on the day shift, and on nursing records (64.1%) in the evening, Preparation of and delivery of supplies took 1.0% of the time on the day shift and 4.8% in the evening. 2. Analysis of activities according to function: a. There was no difference between functional activities according to the day of the week. The time was spent primarily on nursing care (45.1%), administration (21.7%) and other activities (13.9%). b. There was a significant difference in the time spent according to function on each shift (x^2 = 14.33, p < 0.05). More time was spent on nursing care during the day (44.7%), on the during the evening (45.8%) and on administration activities during the day (19.3%) than during the evening (26.1%). Further, time was spent on housekeeping (12.8%) and clerical activities (6.8%) on the day shift, and on clerical (17.0%) and housekeeping activities (6.1%) on the evening shift.

哺乳後 殘乳의 細菌汚染에 關한 硏究

趙潔子,白承南 慶熙大學校 1979 論文集 Vol.9 No.-

The aim of this study was to learn bacterial contamination of leftover milk after formula feeding and its propagation bacteria. The basic data of this paper was obtained by leftover milk after formula feeding which feeded to the 27 newborns from 2 to 7 days old. The formula milk was prepared by aseptic method and bacteria cultured in the formula milk was examined before and after feeding. Characteristics of this studys: 1) The number of bacteria in the formula milk prepared by aseptic method were 18.3/㎖. The formula was put in the aseptic milk bottle covered with rubber nipple and kept in room temperature (28℃) for 3 hours. In this case, the numbers of bacteria were 492.5/㎖ and this 26 times as many as the numbers of bacteria in the formula prepared 3 hours before. 2) The bacteria in a mouth of the newborn transferred into the milk through the nipple and the numbers of bacteria immediately after feeding were 7.28 × 10 exp (3)/㎖. when the leftover milk was kept for 1 hour and 3 hours after feeding in room temperature, the numbers of bacteria were 13.85 × 10 exp (3)/㎖ and 90.13 × 10 exp (3)/㎖. The bacteria was increased 12 times after 3 hours compared to the bacteria after immediate feeding. 3) When the leftover milk after feeding was kept in refrigerator (6℃) and warmer (40℃) the increasing numbers of bacteria were distinctively different between them time passing by. When the leftover milk was kept in refrigerator for 1 hour and 3 hours after feeding, the numbers of bacteria were 6.14 × 10 exp (3)/㎖ and 8.14 × 10 exp (3)/㎖ and the bacteria was increased 1.1 times after 1 hour and increased 1.5 times after 3 hours. When it was kept in warmer for 1 hour and 3 hours after feeding, the number of bacteria were 15.29 × 10 exp (3)/㎖ and 222.00 × 10 exp (3)/㎖. The bacteria was increased 2.7 times after 1 hour and increased 40 times after 3 hours.

고위험 신생아 간호

조결자 대한간호협회 1996 대한간호 Vol.35 No.2

산후조리원의 산모의 신생아 돌보기 교육 요구도와 교육 만족도

조결자,정연,백승남,Cho Kyoul Ja,Jung Yun,Paik Seung Nam 한국아동간호학회 2000 Child Health Nursing Research Vol.6 No.3

This study was designed to compare the educational needs and satisfactory about infant care of the mothers in the Post-partum Care Center for development of the educational program. The subjects for this study were 100 mothers in the Post-partum Care Center in Seoul and Buchon. The data were collected during the period from Feb. to March, 2000. The Educational Need and satisfactory for Infant Care was measured by questionnaire that has developed by researchers. The data were analysed by descriptive statistics, paired t-test using SPSS PC+ WIN. The results were as fellow; 1) The educational needs of the mothers in the Post-partum Care Center were high (mean=4.32). 2) The satisfactory of the mothers in the Post-partum Care Center of educational program of infant care were middle range (mean=3.60). 3) The educational needs of infant cares in the Post-partum Care Center were higher than satisfactory of the mothers in the Post-partum Care Center of educational program of infant care(t=7.71 p=.000). 4) The educational need by content was signs, symptoms and management of disorders(i.g. cyanosis, seizure, fever, etc.) were higher than general care of baby(i.g. feeding, diaper change etc.). In conclusion, when the infant caregiver in the Post-partum Care Center teaching the method of infant care to mother, there should be in consideration of educational need of mother. And its educational contents must be included of mental and emotional development and signs, symptoms and management of disorders.

신장증 환아의 신생검후 모래주머니 적용시간에 따른 활력징후, 통증 및 출혈에 관한 연구

조결자,백승남,박순희 한국아동간호학회 2003 Child Health Nursing Research Vol.9 No.1

Purpose: The purpose of this study is to investigate correlations in vital sign changes, the severity of pain, signs of complications, and the duration of sandbag management in order to suggest a standardized practice related to sandbag management in children with Nephrotic Syndrome(NS). Method: From October 2000 to May 2001, seventy children with NS who underwent kidney biopsy were interviewed at one hospital in Seoul Korea, and participated in this study. Result: 1) The average sandbag applying time after kidney biopsy was 18.1 hours. 2) Systolic blood pressure and respiration increased until 15 minutes after kidney biopsy, after then, they decreased signifi- cantly (systolic BP, p= .006; respiration, p= .029). However, no significant changes were noted in diastolic blood pressure and pulse. 3) Pain was reported minimal for 1 hour after kidney biopsy. The severity of pain increased until 12 hours after the procedure, then, decreased significantly(p= .0001). 4) Reported complications were hematuria (74.7%) and abnormal sonogram (32.9%). No apparent bleeding on the biopsy region was reported in any children. Conclusion: From these findings, it is possible to change the protocols of the duration of absolute bed rest time and sandbag application management shortly after kidney biopsy. But it is needed to study the fit protocols for kidney biopsy. Several implications in nursing practice are suggested. 1) Replicated studies for more participants are needed. 2) Further research on the effect of sandbag application after kidney biopsy is required. 3) The best duration of sandbag application management after kidney biopsy need to be investigated.