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품성계발 프로그램이 다문화 가정 아동의 자아존중감과 학교적응에 미치는 효과 : 북한, 페루, 중국, 파키스탄, 일본, 필리핀 다문화가정 아동을 중심으로
김종운(Kim Jong-Un),박춘자(Park Choon-Ja) 동북아시아문화학회 2011 동북아 문화연구 Vol.1 No.27
The object of this study is to help children from multicultural households adjust to school life and improve self-esteem. Fifteen students from multicultural households who attend the elementary school from 4th grade to 6th grade in Sa-sang gu were organized for this study. The measurements in this study are self-esteem and adaptability of school life. Research design for this study is pretest-postest control group design. The main results of this study are as follows; First, the experiment group from multicultural households who experienced Character Development Program showed a meaningful difference statistically in terms of self-esteem improvement compared with the control group. Second, the experiment group who participated in Character Development Program had higher score, than the control group in the subordinate factors of school life adaptation such as teachers, friends, class attitude and school regulations. As a result, Character Development Program enables children from multicultural households to improve their school life adjustment.
만성요통 환자의 대처유형과 요통지식 및 자기 효능감에 대한 연구
박춘자 성인간호학회 1995 성인간호학회지 Vol.7 No.1
The purpose of this study was to identify the coping patterns of patients with a chronic low back pain by means of self-reported questionnaires, VPMI(Vanderbilt Pain Management Inventory) developed by Brown & Nicassio(1987), the level of knowledge, their self efficacy and the relati-onship between them. The subjects for this study were 117 patients (male 62.4%) who were selected from the K.natio-nal general hospital, oriental medicine hospital and a private associate general hospital in Seoul. The data were collected from Mar. 20th to Apr. 20th and analyzed by descriptive statistics, Chi-Square test, T-test and Pearson correlation coefficient using the SPSS program. The results are as follows: 1. The level of perceived pain was 9.39cm(62.6%). 2. The knowledge of lumbar pain was 22.31 point(74.36%). 3. The level of self-efficacy was 21.0point(60%). 4. The patients used more active coping(65.57%) than passive coping (58.45%). 5. The active coping was correlated with the level of education : the higher educated, the more active coping(□=17.22, p=0.00) was used. 6. While active coping was associated with reports of less pain, higher general self-efficacy(r=0.58, p=0.00), passive coping was correlated with reports of greater pain (r=-0.54, p=0.00) and lower general self-efficacy.7. There is reversed relationship between self-efficacy and level of pain(r=-0.44, p=0.00). According to these results, the coping patterns of the patients with chronic low back pain and the active coping was related with higher self-efficacy and less pain. Therefore nurses must encourage the patients with low back pain to have active coping and rei-nforce the level of their self-efficacy in the clinical fields.
박춘자 성인간호학회 1994 성인간호학회지 Vol.6 No.2
This study was attempted to identify the present states of the adult Nursing education such as present states of professor, required credit, practice, theoretical content and difference between the 4 and 3-year colleges, the content of adult nursing for the 21st century and to suggest some basic datas for sufficient curriculum management. The study was based on the data from 37 nursing schools(14, 4-year colleges and 23, 3-year colleges). The survey was conducted from May 1994 to Jun. 1994 by mail. Data was analyzed by percentage and X² test using spss. program. The results of this study was summarized as follows; 1. The present states of professor : The Number, age, position, and tenure of office are well proportioned both two course. 2. The present states of required credit in adult nursing: The average theoretical required credit of 4 year college was 14.1 and the whole hours were 215.2 while 3 year college's was 13.8 and 211.1 hours. The difference between two course revealed no significant (X²=12.000,P=0.151). The practical required credit of 4 year college was 8.1 and whole practice hours were 439.8 while that the 3 year college's was 7.2 credit and 388.1 hours. The results revealed no significant difference (X²=12.888,P=0.115),(X²=23.187,P=0.080).3.The present states of practice : The number of students VS instructor was 9.2 4-year course and 3 year course 18.2. The average practical hours per one credit was 54.3 hours in 4 year course, 53.9 hours in 3 year course. The method of estimation for practical achievement were through the evaluation paper, conference, report in both course. Most of the schools had practice at 3rd hospital and some schools had practice at 2nd and even 1st hospital. While all of the 4 year course performed simultanlously theory and practice, 3 year course performed at the same time in 52%. 4. The subject content and allocation hours of adult nursing: Both of two course laid emphasis on area of nursing intervention related to impaired control, impaired nutrition. It revealed no significant difference between two course in allocation hours according to area(X²=89.999, P=0.231). 5. The adult nursing for the 21st century: Gerontology, health maintenance and promotion, high technology in nursing, Chronic patient care, Home nursing, comprehension of human being, nursing assessment, nursing diagnosis, pain theory, stress, transplantation were suggested as the content of the adult nursing by the subject for the 21st century. In conclusion, according to the above results gap of the required credit of the adult nursing must be decresed between schools. We should insure nursing practice substantiality and make a study of practical test in the ward after finishing course. Finally recommened that the adult nursing curriculum for the 21st century should be revised.