진통제와 병용한 손 마사지가 말기 암환자의 암성통증 조절에 미치는 효과

이윤미,윤호순,이성운,김영미,Lee, Yunmi,Yoon, Hosoon,Lee, Sungwoon,Kim, Young Mi 한국호스피스완화의료학회 2016 한국호스피스.완화의료학회지 Vol.19 No.4

목적: 호스피스 완화의료 병동에 입원한 말기 암환자가 통증을 호소할 때 진통제만 투여한 경우와 손 마사지를 병행했을 경우 통증감소의 효과를 비교한다. 방법: 단일군 시계열 설계 유사실험 연구로서 호스피스 완화의료병동에 입원한 25명의 환자를 대상으로 통증을 호소할 때 진통제를 투여하고 5분, 10분, 20분, 2시간 후에 각각 통증 점수를 측정하였고, 동일한 대상자가 다시 통증을 호소할 때, 진통제를 투여한 후 손 마사지를 병행하여 동일한 방식으로 통증점수를 측정하였다. 결과: 진통제만 투여한 군과 진통제를 투여한 후 손 마사지를 병행한 군간의 통증정도는 유의한 차이가 없었다. 그러나 두군 모두 시간이 흐름에 따라 통증정도가 유의하게 감소하였다. 결론: 손 마사지를 시행한 실험군이 대조군보다 통계적으로 유의하지는 않으나 통증정도가 낮은 경향이 있으므로 말기 암환자에게 손 마사지의 보완적 활용가치를 완전히 배제할 수는 없으며, 진통제 사용량에 따른 통증의 차이도 확인 되었으므로 간호사들은 말기 암환자를 위한 진통제 약물요법에 대하여 더 많은 교육과 연구가 요구된다. Purpose: This study examined the effectiveness of a hand massage combined with analgesics on pain control in hospice patients with terminal cancer. Methods: This study is a quasi-experimental study with a single group time series design. The study included 25 terminal cancer patients who were admitted to a hospice ward. Each patient's pain level was measured after analgesics use only (control group). When patients complained of pain again, the pain level was assessed after administering a combination of hand massage and analgesics (experimental group). As for the experimental treatment, the participants were provided with oil hand massage on each hand for 5 minutes. Results: The experimental group and the control group showed no significant differences in the changes of pain score (F=0.74, P=0.3939). Conclusion: Although the pain level of the experimental group did not significantly improve compared with the control group, their pain levels tended to be low to begin with. Thus, a complementary utility value of hand massage cannot be completely excluded in terminal cancer patients. Since the pain level significantly changed according to the dosage of analgesic, nurses need more education and research on analgesic drug therapy for terminal cancer patients.

현대신유가를 통해 바라본 현대 유교

이윤미(Yunmi Lee) 한국종교학회 2014 宗敎硏究 Vol.74 No.2

We need to foster discourse on contemporary Confucianism involving contemporary Confucians, because the contemporary Confucianism is reconstructed by contemporary Confucians. The Contemporary New Confucians appeared for the first time after the fall of the traditional Confucians. They have reconstructed Confucianism as a flexible type of religion, rather than as a differentiated function system. For example, the New Confucian like Tu Wei-Ming mostly has expressed his religious experiences through Confucian thought. Evidently it is a intellectual expression of Confucian faith. According to Tu, Confucianism is a philosophical, religious and spiritual tradition of humankind. So we can say that Confucianism maintains vitality as a living religion as far as such expressions of Confucian faith persists. The question is, how contemporary Confucianism maintain as a free religion from institution. Tu has chosen the academic way to suggest religiosity of Confucianism. That is, a hermeneutics of Confucian symbol system waiting for interpretation. At the same time, he attempt to make Confucianism religion of dialogue. Because of dialogue with other religions ensure Confucianism identity of religion.

초등학교 동학년 교사교육과정 개발 및 실행에 관한 사례연구

이윤미 ( Lee¸ Yunmi ),박승배 ( Park¸ Seungbae ) 한국초등교육학회 2021 초등교육연구 Vol.34 No.4

The purpose of this study was to clarify the type, development procedure, and characteristics of the teacher curriculum in the same grade of elementary school by analyzing the teacher curriculum in the same grade of elementary school. To this end, a case study was conducted on seven teachers' learning communities in the same grade of elementary school. As a result of the study, first, the teacher curriculum in the same grade could be categorized based on the ‘scope’ and ‘degree’ of cooperation. Based on the scope of cooperation, ‘total curriculum cooperation type’ and ‘some curriculum cooperation type’ were derived, and ‘joint development type’, ‘Individual development, co-execution type’, and ‘information and data sharing type’ were derived based on the degree of cooperation. Second, it was found that the development and implementation of the teacher curriculum in the same grade went through three stages: ‘Planning Step: Making Puzzle’, ‘Executive Step: Doing the Puzzle’, and ‘Organizing Step: Organizing Puzzle. Third, it was found that the teacher curriculum of the same grade had scalability, sophistication, and systematicity. Based on the results of this study, it was suggested that teachers need to pay attention to ‘collegial autonomy’, which is autonomy that teachers exercise jointly based on a collaborative relationship, and ‘collaborative expertise’, which is professionalism at the group level.

교육과정 실행 관점 국내 연구에 대한 문제제기

이윤미 ( Yunmi Lee ),조상연 ( Sangyean Jo ),정광순 ( Gwangsoon Jung ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.3

This study is for reviewing the domestic researches about teachers`` curriculum implementation that applied the three perspectives(fidelity, mutual adaptation, enactment) of Fullan & Pomfret(1977),Berman & Pauley(1975), and McLaughlin(1976), Snyder, Bolin, & Zumwalt(1992) and searching some characteristics of them. Based on those characteristics, the question about researches and discourses on curriculum implementation is raised with the perspective of an elementary school teacher. The results are as follows: first, the meaning of the curriculum was ambiguous in the domestic researches.Therefore, It is necessary to distinguish the meaning of the curriculum in researches whether the curriculum means the national curriculum or textbooks clearly. Second, most of the domestic researches refer that fidelity perspectives should be avoided but mutual adaptation and enactment perspectives should be implemented for the future. Therefore, it is recommendable to discuss more on the appropriateness of simply treating teachers who have fidelity perspectives as a curriculum deliver.Third, the domestic researches show contradiction by restricting teachers’ autonomy on curriculum in the boundary the fidelity of the national curriculum although they positively refer to the mutual adaptation and enactment perspectives. Therefore, it is necessary to discuss on the need of getting out of the current situation only allowing teachers fidelity perspectives and research on approving teachers’ autonomy of developing and enacting national curriculum.

초등교사의 교육과정 실행 경험으로 본 교육과정 실행 관점과 의미

이윤미 ( Yunmi Lee ),정광순 ( Kwangsoon Jeong ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.4

This study describes twenty years of experience in curriculum implementation as an elementary school teacher, and explores the formation, change and meaning of curriculum implementation perspective. Autoethnography was applied to explain personal experience in a more collective societal context. As the study results shows, the researcher’s curriculum implementation formation and change was concentrated on three perspectives: textbook fidelity, textbook reform, and creating teacher’s curricula. These three elementary school teacher perspectives of curriculum implementation changed as an expansion from initial perspectives to further new concepts, rather than excluding the formal perspective and moving on to the next. Based on the results, this study has produced implications on future studies. First, the curriculum implementation perspective is not fixed at certain point, but rather changes through repetitive and continual trial-and-error that expands its area in a flexible manner.Second, each curriculum implementation perspective has its own tendencies and goals, so implementation requires teacher’s deliberate efforts; accumulated experiences in the field alone do not guarantee improvements in expanding the curriculum implementation perspectives. Third, the perspective about reforming curricula lies between the two perspectives of textbook reform and teacher’s inventing curricula on a per-class basis. This concept might cause errors in defining the range of the term when there is no authority over modifying or deleting the achievement standard. Thus, this might become a hindering factor in improving the expansion of teacher’s curriculum implementation perspectives. Lastly, the study finds that there is the need for publicizing the issue of teacher’s discretion over curriculum achievement standards that would be reinforced by the national curriculum.

교사의 교육과정 실행에 대한 `아비투스 분석`의 가능성 탐색

이윤미 ( Yunmi Lee ),조상연 ( Sangyean Jo ),정광순 ( Kwangsoon Jeong ) 한국교육과정학회 2017 교육과정연구 Vol.35 No.1

A purpose of this study was to find out if Bourdieu`s Habitus can be used as a `framework` to explain teachers` curriculum implementation. The study first looked for major concepts of Bourdieu`s Habitus analysis and based on these concepts, researchers created the framework of `Habitus analysis.` Bourdieu`s Habitus was consisting concepts such as structure, a agent, action, embodiment, strategies, value conversion, reconverted strategy and hysteresis response etc. which thus could be incorporated as a method to explain individual`s behavior or specific social phenomena. Second, a “Habitus analysis framework” was introduced for providing a good interpretation of the phenomenon of a teacher`s curriculum implementation was produced. Lastly, within this framework, researchers` own experiences of curriculum implementation were revisited. Reflecting the results of the study, researchers concluded that it is possible to uphold Habitus analysis for teacher`s curriculum implementation.

초등교사의 통합교육과정 개발 원천에 관한 연구

이윤미 ( Yunmi Lee ),박희진 ( Heejin Park ) 한국통합교육과정학회 2020 통합교육과정연구 Vol.14 No.4

이 연구는 초등교사가 통합교육과정을 개발할 때 선택하는 '조직 중심체(Organizing Centers)'를 분석함으로써 통합교육과정 개발의 원천과 그 실제를 밝히는 데 목적이 있다. 이를 위해 통합교육과정을 개발하여 실행하고 있는 전국의 초등교사 546명을 대상으로 설문조사를 수행하였다. 연구 결과는 다음과 같다. 첫째, 초등교사들이 가장 선호하는 조직중심체는 ‘교과에서 다뤄지는 주제’이고, 이 주제는 성취기준에서 비롯되는 것으로 나타났다. 둘째, 교과 이외의 조직 중심체를 선택할 때에는 ‘학생들의 삶과 관심’이 개발의 기준이 되고 있었다. 셋째, 사회문제나 쟁점, 교사 본인의 관심이나 흥미를 조직 중심체로 사용할 때는 비교적 성취기준에서 자유로운 것으로 나타났다. 넷째, 초등교사들은 사회문제나 쟁점, 학생의 관심이나 문제를 기반으로 한 통합교육과정 개발이 더 필요하고, 학생들의 의견 수렴이 더 필요하다고 생각하고 있었다. 다섯째, 초등교사들이 개발ㆍ실행하고 있는 통합교육과정은 주로 해당 학년의 교과교육과정과 관련이 깊은 것으로 나타났고, 모든 학년에서 ‘공동체 및 협력’ 관련 통합교육과정을 가장 많이 개발하고 있었다. 이상의 연구결과를 바탕으로 초등교사의 통합교육과정 개발에 관한 시사점을 제시하였다. The purpose of this study is to clarify the source and reality of the development of the integrated curriculum by analyzing the 'Organizing Centers' that elementary school teachers choose when developing the integrated curriculum. To this end, a survey was conducted on 546 elementary school teachers nationwide who developed and implemented an integrated curriculum. The results of the study are as follows. First, the most preferred organizational central body of elementary school teachers is 'the topic covered in the subject', and this topic was found to be derived from the achievement standards. Second, in the case of choosing an Organizing Centers other than the subject, “student life and interest” became the standard for the development of the integrated curriculum. Third, When using social issues or problems and teachers' own attention or interests as the Organizing Centers, they were found to be relatively free of standards. Fourth, elementary school teachers thought that they needed to choose more social issues or problems, students' interests or problems in developing their own integrated curriculum, and they needed to gather more opinions from students. Fifth, elementary school teachers were mainly developing an integrated curriculum that is deeply related to the curriculum of the corresponding grade, and it was found that all grades developed the 'community and cooperation' integrated curriculum the most. Based on the above research results, implications for the development of integrated curriculum were presented.

초등학교 학교교과목 실행을 위한 교과서 개발 사례 연구

이윤미(YunMi Lee),김순미(SoonMi Kim) 한국질적탐구학회 2021 질적탐구 Vol.7 No.3

이 연구는 학교교과목 실행을 위한 학교교과서 개발 절차를 도출하고 그 특성을 밝히는 데 목적이 있다. 이를 위해 학교교과목 및 학교교과서를 개발하여 사용하고 있는 A초등학교를 연구 대상으로 정하고 탐색적 사례 연구 방법을 통해 연구를 수행하였다. 연구 결과, A초등학교의 학교교과서는 예비 단계, 본 단계, 실행 단계를 거치며 2년에 걸쳐 개발되었고, 각각의 단계는 계속해서 순환하며 교사와 학생이 함께 만들어가는 교과서의 형태를 띠고 있었다. A초등학교의 학교교과서 개발 절차의 고유한 특성은 원고 개발 순서, 개발 및 사용 주체, 학생의 참여, 개정 주기측면에서 두드러지게 나타났다. 그 구체적인 특성은 원고 개발 순서 측면에서 ‘선 실행, 후 개발’, 개발 및 사용 주체 측면에서 ‘개발 주체의 이원화, 개발자와 사용자의 일치’, 학생의 참여 측면에서 ‘학생의 직·간접적 참여’, 개정 주기 측면에서 해마다 ‘version up, 지속적인 순환·발전’이다. 이러한 연구 결과를 바탕으로 학교교과목 및 학교교과서 개발의 활성화 방안 마련, 교사들의 역량 강화 방안 마련, 교과서 선택의 자율성을 보장할 수 있는 새로운 교과서 제도 마련을 제언하였다 The purpose of this study is to derive the school textbook development procedure for the implementation of school curriculum and to find out its features. For this purpose, A elementary school, having developed and used school subjects and school-level textbooks, was selected as the case of this study, and a an exploratory case study method was adopted. As a result of the study, school-level textbooks at A Elementary School was developed over two years, going through the preliminary stage, the main stage, and the implementation stage. It was a process of continued circulation of the stages, in the form of developing a textbook with the teacher and the student together. The unique features of the school-level textbook development procedure at the elementary school were especially prominent in terms of manuscript development sequence, the party leading of development and use, student participation, and revision cycle. Looking into the features in more detail, it was found that the manuscript development sequence is characterized by ‘execution first, development later’; for the leading party of development and use, ‘dualization of development subjects and one party being both developers and users’; for student participation, ‘direct/indirect students’ participation’; and for revision cycle, ‘version-up every year and continued circulation and development’. Based on the results of the study, it was proposed to make a plan for promoting the development of school subjects and school-level textbooks, to take measures to improve teachers’ competence, and to prepare a new textbook system to guarantee teachers’ autonomy in textbook areas.

교사의 교육과정 실행 양상 및 유형 탐색: 교육과정 자료 사용 및 동료와의 소통을 중심으로

이윤미 ( Yunmi Lee ) 한국교육과정학회 2020 교육과정연구 Vol.38 No.4

The purpose of this study is to explore the aspect and type of curriculum implementation by developing a test tool that can grasp the curriculum implementation of teachers in terms of use of curriculum materials and communication with colleagues. The main results of this study are as follows. First, in terms of textbook use, elementary school teachers, innovative school teachers, and teachers with less than 10 years of experience were found to be relatively free of textbooks. Second, in terms of curriculum materials use by other teachers, elementary school teachers, middle and high school teachers working in 3 classes or less, and teachers with less than 10 years of experience were found to have high degree of imitation. Third, in terms of the use of standards, teachers with less than 10 to 20 years of experience showed the highest utilization of standards. Fourth, in terms of communication with colleagues, elementary school teachers, innovative school teachers, and elementary school teachers working in the scale of 19 classes or higher showed high levels of communication. Fifth, the most common types of curriculum implementation were 'textbook revision type', 'other teacher's curriculum materials benchmarking type', 'standards starting type', and 'selective communication type according to situation'. Based on the above research results, it was suggested to expand the autonomy of the standards of teachers, create a model of curriculum innovation through research on innovative schools, develop customized training according to the type of curriculum implementation, and liberalize the publishing system of curriculum materials.

초등 통합교과서 개발 경험에 대한 자문화기술지

이윤미(YunMi Lee) 한국질적탐구학회 2021 질적탐구 Vol.7 No.2

이 연구의 목적은 저자가 통합교과서 개발 과정에서 경험한 갈등과 딜레마를 자문화기술지를 통해 밝힘으로써 통합교과서가 추구하는 가치를 이해하고 나아가 교과서 개발과 관련한 개선점을 제안하는 데 있다. 연구 결과, 나는 다음의 다섯 가지 질문과 관련한 갈등과 딜레마를 경험하였다. 첫째, 어느 정도 비울 것인가: 창조를 위한 비움 VS 안내를 위한 채움, 둘째, 성취기준을 어떻게 사용할 것인가: 해석과 조정 VS 수용과 충실, 셋째, 내러티브를 얼마나 살릴 것인가: 맥락적 내러티브 VS 탈맥락적 내러티브, 넷째, 어느 정도의 통일성을 추구할 것인가: 다양한 포맷 VS 일관된 포맷, 다섯째, 외부의 의견을 어느 정도 수용할 것인가: 사적 창작품 VS 공적 합작품. 이 연구의 결과는 통합교과서 개발자의 내부적 관점에서 교과서 개발 관련 이슈를 조명함으로써 국가교육과정 개정 방향, 차기 통합교과서 개발 방향, 교과서 개발 체계 관련 개선방안을 모색하는데 시사점을 제공할 수 있을 것이다. The purpose of this study is to understand the values pursued by the integrated subjects textbooks by revealing conflicts and dilemmas the author experienced in the process of developing the integrated subjects textbooks through an autoethnography approach, and to suggest improvements for the development of the textbooks. A summary of the results of this study is as follows. I have experienced conflicts and dilemmas related to five questions. First, to what extent should I go empty?: emptying for creation vs. filling for guidance; second, how should I apply achievement standards?: interpretation & adjustment vs. acceptance & faithfulness; third, how much should I include the narrative?: contextual narrative vs. de-contextual narrative; fourth, to what degree of consistency should I pursue?: various formats vs. a consistent format; fifth, to what extent should I accept external opinions?: private creations vs. public collaborations. The results of this study can provide insights to find the directions of revising the national curriculum and developing following integrated subjects textbooks and ways to improve the textbook development system by highlighting the issues on textbook development from the internal perspective of an integrated subjects textbook developer.