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Volume 4(2); May 1974
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Original Articles
A Study on improvement of curriculum in Nursing
Ai Sil Kim
Journal of Nurses Academic Society 1974;4(2):1-16.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.1
AbstractAbstract PDF

This Study involved the development of a survey form and the collection of data in an effort to provide information which can be used in the improvement of nursing curricula. The data examined were the kinds courses currently being taught in the curricula of nursing-education institutions throughout Korea, credits required for course completion, and year in which courses are taken. For the purposes of this study, curricula were classified into college, nursing school and vocational shool categories. Courses were directed into the 3 major categories of general education courses, supporting science courses and professional education course, and further subdirected as. follows: 1) General education (following the classification of Philip H. phenix): a) Symbolics, b) Empirics, c) Aesthetics, d) Synnoetics, e) Ethics, f) Synoptics. 2) Supporting science: a) physical science, b) biological science, c) social science, d) behavioral science, e) Health science, f) Educations 3) Professional Education; a) basic courses, b) courses in each of the respective fields of nursing.. I. General Education aimed at developing the individual as a person and as a member of society is relatively strong in college curricula compared with the other two. a) Courses included in the category of symbolics included Korean language, English, German-Chines, Mathmatics, Statics: Economics and Computer most college curricula included 20 credits. of courses in this sub- category, while nursing schools required 12 credits and vocational schools 10 units. English ordinarily receives particularly heavy emphasis. b) Research methodology, Domestic affair and women & coustecy was included under the category of empirics in the college curricula, nursing and vocational schools do not offer this at all. c) Courses classified under aesthetics were physicaleducation, drill, music, recreation and fine arts. Most college curricula had 4 credits in these areas, nursing school provided for 2 credits, and most vocational schools offered 10 units. d) Synnoetics included leadership, interpersonal relationship, and communications, Most schools, did not offer courses of thi3 nature. e) The category of ethics included citizenship. 2 credits are provided in college curricula, while vocational schools require 4 units. Nursing schools do not offer these courses, f) Courses included under synoptics were Korean history, cultural history, philosophy, Logics, and religion. Most college curriculahad 5 credits in these areas, nursing schools 4 credits, and vocational schools 2 units. g) Only physical education was given every year in college curricula and only English was given in nursing schools and vocational schools in every of the curriculum. Most of the other courses wore given during the first year of the curriculum. II. Supporting science courses are fundamental to the practice and application of nursing theory, a) Physical science course include physics, chemistry and natural science, most colleges and nursing schools provided for 2 credits of physical science courses in their curricula, while most vocational schools did not offer t me. b)i Courses included under biological science were anatomy, physiolology, biology and biochemistry. Most college curricula provided for 15 credits of biological science, nursing schools for the most part provided for 11 credits, and most vocational schools provided for 8 units. c) Courses included under social science were sociology and anthropology. Most colleges provided '. for 1 credit in courses of this category, which most nursing schools provided for 2 crearts Most vocational schools did not provide courses of this type. d) Courses included under behavioral science were general and clinical psychology, developmental psychology, mental hygiene and guidance. Most schools did not provide for these courses. e) Courses included under health science included pharmacy and pharmacology, microbiology, pathology, nutrition and dietetcis. parasitoloey, and Chinese medicine. Most college curricula provided for 11 credits, while most nursing schools provide for 12 credits, most part provided 20 units of medical courses. f) Courses included under education included educational psychology, principles of educatoin, philosophy of education, history of education, social education, educational evaluation, educa tional curricula, class management, guidance techniques and school & community. Most college soffer 3 credits in courses in this category, while nursing schools provide 8 credits and vocational schools provide for 6 units, 50% of the colleges prepare these students to qualify as regular teachers of the second level, while 91% of the nursing schools and 60% of the vocational schools prepare their of the vocational schools prepare their students to qualify as school nurse. g) The majority of colleges start supporting science courses in the first year and complete them by the second year. Nursing schools and vocotional schools usually complete them in the first year. III. Professional Education courses are designed to develop professional nursing knowledge, attitudes and skills in the students. a) Basic courses include social nursing, nursing ethics, history of nursing professional control, nursing administration, social medicine, social welfare, introductoy nursing, advanced nursing, medical regulations, efficient nursing, nursing english and basic nursing, College curricula devoted 13 credits to these subjects, nursing schools 14 credits, and vocatioal schools 26 units indicating a severe difference in the scope of education provided. 3) There was noticeable tendency for the colleges to take a unified approach to the branches of nursing. 60% of the schools had courses in public health nursing, 80% in pediatric nursing, 60% in obstetric nursing, 90% in psychiatric nursing and 80% in medical-surgical nursing. The greatest number of schools provided 48 credites in all of these fields combined. In most of the nursing schools, 52 credits were provided for courses divided acrording to disease. In the vocational schools, unified courses are provided in public health nursing, child nursing, maternal nursing, psychiatric nursing and adult nursing. In addition, one unit is provided for one hour a week of practirce. The total number of units provided in the greatest number of vocational schools is thus 111 units double the number provided in nursing schools and colleges, c) In th Heges, the second year is devoted mainly to basic nursing courses, while the third and fourth years are used for advanced nursing courses. In nursing schools and vocational schools, the first year deals primarily with basic nursing and the second and third years are used to cover advanced nursing courses. The study yielded the following conclusions. 1. Instructional goals should be established for each courese in line with the idea of nursing, and curriculum improvements should be made accordingly. 2. Coures that fall under the synnoetics category should be strengthened and ways should be sought to develop the ability to cooperte with those who work for human welfare and health. 3. The ability fo solve problems on the basis of scientific principles and knowledge and understanding of man society should be fostered through a strengthening of courses dealing with physical sciences, social sciences and behaviorial sciences and redistribution of courses emphasizing biological and health scinces. 4. There should be more balanced curricula with less emphasis on courses in the major There is a need to establish courses necessary for the individual nurse by doing away with courses centered around specific diseases and combining them in unified courses. In addition, it is ppssible to develop skill in dealing with people by using the social setting in comprehensive training. The most efficient ratio of the study experience should be studied to provide more effective, interesting education. Elective coures should be initiated to insure a man flexible, responsive educational program. 5. The curriculm stipulated in the education law should be examined.

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A Comparative Study on Attitude of the Collegiate and Non-Collegiate Nursing Students toward Their Clinical Affiliation in a Mental Hospital
So Ya Ja Kim
Journal of Nurses Academic Society 1974;4(2):17-31.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.17
AbstractAbstract PDF

Today, over seventy five percent of nursing in Korea provide a psychiatric experience in the basic curriculum. The psychiatric affiliation presents numerous major problems of adjustment to the student. The importance of positive attitude toward the nursing care of psychiatric patients is recognized by the nursing profession. I have finded out the unfavorable attitude of non-collegiate nursing students toward psychiatric nursing affiliation by previous research. This study was undertaken in response to a felt need to explore the use of several devices which might yield information about attitudes toward psychiatric nursing as a basis for future planning of the program offered at a selected hospital. This study is desinged to meet the following objectives; (1) In order to find out the expressed attitudes of fifty three collegiate nursing students toward their psychiatric affiliation. (2) To compare responses given by selected group of collegiate and noncollegiate nursing students to same questionnaire. (3) To determine the relationship between the attitudes of nursing students toward psychiatric nursing and the type of institutions where experience was obtaind. A questionnaire, a Korean translation of the "Psychiatric Nursing Attitude Questionnaire" by Mildred Elizabeth Fletcher, was administered to fifty-three collegiate nursing students who had completed a four-week psychiatric affiliation in a S hospital psychiatric ward during May 7, 1973 to Dec. 16, 1973. The questionnaire of 100 statements was administered in the following way; CD Part I, Preconceptions, was, given in individual conferences with each subject, during the first few days of their affiliation, and again during the final week of affiliation. The responses to Part I were oral. (2) Part II, Expectations, Part III, Personal Relations, Part IV, Personal Feelings, and Part V, Attitudes and Activities of Patients were given to all of the subjects in a group meeting during the second week of the affiliation, and again, during the fourth week at the termination of the affiliation. Responses te Parts II, III, Iv, and V, were written. Each of the 100 statements of the questionnaire was considered to be either Positive or Negative. A favorable response was assinged the Positive value of 1 and an unfavorable response was assigned the Negative value of 0. The coefficient of correlation was computed between the two sets of scores for the fifty-three nursing students. The mean score, the standard deviation, and the differences in the means on each of the five parts of the questionnaire were computed and the relationships calculated by a t-test. The results of the study were as follows; 1. There was no significant correlation between the two sets of the scores for the fifty-three nursing students during the four-week psychiatric affiliation. (r=0. 36) 2. There was no significant difference in the mean scores between the first and final tests for any of the questionnaire. 3. The Part I, Preconceptions, data indicated collegiate nursing students have positive attitudes in preconceptions than noncollegiate nursing students and preconceptions toward the psychiatric affiliation which affect their psychiatric nursing experience. 4. The Part II, Expectations, data indicated more appropriate expectations of collegiate nursing students related to prepsychiatric affiliation orientation and sufficient theory learning than non- collegiate nursing students. 5. The Part III, Personal relations, data indicated some students have negative attitudes in personal relations with normal people in respect to psychological security and social responsibilities. 6. The Part IV, Personal feelings, data indicated nursing students have psychological insecurity & inappropriateness. 7. The Part V, Attitudes and activities of patients, data indicated collegiate nursing students have more positive attitudes to the psychotic behavior of certain situations due to sufficient theory learning. 8. The data indicated collegiate-nursing students have more positive attitude than noncollegiate nursing students through psychiatric affiliation.

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A Study on The Extent of Alienation Reavealed among A Group of Aged People in Seoul City
Haing Ja Kim
Journal of Nurses Academic Society 1974;4(2):32-43.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.32
AbstractAbstract PDF

A steady increase in the aged population poses a great challenge to nurses with their divesities of health care needs, especially of psychosocial nature, such as an alienation problems among the aged. The purpose of this study is to examine the nature of alienation problems among the aged in urban areas to provide basic informations for a better understanding of aged people. In this study, the investigator has tried to identify causes of alienation in the aged, and to determine the extent of alienation in relation to sex, family structure, religion, economic status and participation in social activities. The survey was done during the period from the last part of August to the end of Sep tember 1973. After a day's training, 10 interviewers have interviewed 210 stratified random samples of people over the age of 65 residing in Seoul with the free-ended questionnaire prepared by the investigator. The result of the study was tested by Critical Ratio. Following Hypothesis have guides formulation of the study: I. The extent of alienation in old man would be higher than in old woman. II. The extent of alienation in the aged who live alone wlould be higher than those living with their family. III. The extent of alienation in the aged who have no spouse would be higher than who live with their spouse. IV. The extent of alienation in the people without religious beliefs would be higher than the people with religious bilefs. V. The extent of alienation in the aged would be higher in proportion to decreased level of their economic productivity. VI. The extent of alienation in the aged who do not participate in social activities would be higher than that of the aged who actively participate. The analytic results of the study are as follows: 1. The extent of alienation in woman was revealed higher than that of man by showing signifcant difference at P<0.01 level. (CR=3.66) Accordingly hypothesis I was denied. 2. The extent of alienation in the agad who live alone was revealed higher than that of the aged who live with their family by showing a significant difference at P<0.01 level. (CR=7.31) So hypothesis It was supported. 3. The extent of alienation of the aged who have no spouse was revealed higher than that of the aged who live with their spouse at the significant level of P<0.01. CR=4.65) Accordingly hypothesis III was supported, 4. There was no significant difference in the extent of alienation between the people with and without religion. Thus hypothesis IV was rejected. 5. The extent of alienation in the aged was found to be higher in proportion to decreased level of their economic ability. a. The aged with greatest income showed least alienation. b. The aged with no income had a greater extent of alienation than the aged with minimal' income by showing significant difference at P <0.01 level . (CR=4.82) c The difference between the greatest income group and the minimal income group was found to be less singnificant than the difference between minimal income group and the-people without income. Thus hypothesis V was positively supported. 6. The extent of alienation in the aged who do not participate in social activities was higher than that of the aged who actively participate. (P<0.01, CR=6.24) Accordingly hypothesis VI was supported.

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The Effects of Preoperative Nursing Instruction on the Physical and Emotional Recovery of Pediatric Surgical Patients: An Experimental Study
Shim Chi Joung
Journal of Nurses Academic Society 1974;4(2):44-56.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.44
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Very few studies regarding the effects of preoperative nursing intervention on children's welfare after surgery have been conducted. The purpose of this study was 1) to evaluate the effects of preoperative nursing instructions on children's physical recovery and emotional state after surgery and 2) to analyse the relationship between the effects of preoperative nursing instructions and the age and general anxiety of child. The study was conducted from August 15th to Octover 30th at Severance Hospital, Seoul, Korea. A total of 41 Pediatric surgical Patients, between the age of 4 to 14, participated in the study. Twenty patients, randomly selected, were visited by the experimenter in the evening before, surgery and received specific preoperative nursing instructions. These instructions were designed to alleviate emotional stress and were adopted to the age of child. The postoperative recovery of these patients were then compared with a randomly selected control group of 21 patients who received only the routine preoperative care by the staff in the hospital. Dependent variable were vomiting, pain medication, ability to void, elevation of temperature, infection, time between surgery and hospital discharge and postoparalive emotional stress which was measured by the vital signs. Because of the limitation of the sample size it was difficult to obtain valid statistical results. However, the analysis of the raw data indicates that; 1) the preoperative nursing instructions appears to promote physical recovery and it seems especially effective in preventing elevation of temperature and shortening the length of the hospital stay, 2) the preoperative nursing instruction also seems to be effective in relieving the child's emotional stress (situational anxiety) after surgery. 3) the patient's general anxiety level preoperatively seems to be a predictor of postoperative problems, 4) the preoperative nursing instructions were an effective means of promoting physical recovery in every age group as long as the child understood the instructions. The above data would seem to indicate that all preoperative pediatric patients four years of age or older, if they can understand, should have preoperative nursing instruction in order to alleviate postoperative stress and enhance physical recovery. The level of general anxiety preoperatively deserves special attention since the the amount of nursing instruction needed seems to vary with the level of anxiety.

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Clinical Observation on Apgar Score Changing of the Newborn Infants
Hi Chung Park
Journal of Nurses Academic Society 1974;4(2):57-66.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.57
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This study was attempted for clinical investigation regarding with Apgar score changing phase of newborns and their sucking power related the scoe and weight. The data for this study obtained from 545 newborns who were born at Dept, of obstetric Woo Sok Hospital, Korea University from Jan. to Sept., 1973. It is hoped that this study will contribute to nursing care planning of newborns in nursery. The Apgar score was checked in the delivery room at 1 minute after delivery by Doctor and rechecked at 30 minutes and 1 hour after delivery by nurses. The results obtained were as follows: 1. The total newborn numbers at 1 minute after delivery were 545, at 30 minutes were 542 (3 dead) and at 1 hour were 540. The babies were divided into 3 groups by the Apgar score. The frequency of group 1 (score 1 to 4) at each times were 5.0%, 0.9%, 0.4%, group 2 (score 5 to 7) 11.2%, 4.1%, 1.7% and group 3 (score 8 to 10) 83.8%, 95.0%, 97.9%. 2. The group I was found most frequently among the cases of less than 2.500g and group 3 was found among the cases over 2,500g. It was found that there was a tendency of delaying in recovery process of low score among the premature and low birth weight newborns. 3. The type of delivery, breech and other 1 e was found worst and C-Section was the second, however normal spontaneous delivery was found the best. 4. In observation of sucking power of the newborn related its score and weight, good, fair, poor marks were given. But for convenience of statistical analysis, good and fair was collected together and poor alone evaluated. The result of group 1,2 examined statistical by F. E. T shown no relation between newborn weight and sucking power, however group 3, examined by X2 test shown very significant relation between newborn weight and sucking power. 5, The mortality rat3 of newborn while they were in hospital was found 2.6% to 545 of birth and all cases of dead belonged to group 1 at 1 minutes after delivery. 64.3% of the dead was found among the cases less than 2,500g. 6. It was found that in this observation premature and Newborn asphixia had influence to low score at birth. Conclusively, good antenatal care should be emphasized in order to prevent main causes of these and should avoid abnormal delivery as possible.

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A STUDY OF THE CURRICULUM IMPROVEMENT OF NURSING EDUCATION
Youn Soon Lee
Journal of Nurses Academic Society 1974;4(2):67-77.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.67
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This study is concerned with improving the nursing education curriculum. The purpose of the study was to 1. Review the basic principles of curriculum development. 2. Determine opinion about current nursing curriculums from recent nursing school graduates. Methods of the study A questionnaire was distributed to 250 nurses, in 7 general hospitals in Seoul. The nurses were graduated from nursing schools in 1973, but represented all types of nursing programs. The questionnaire was designed to illicit responses about nursing school curriculums in 5. areas: 1. Establishment of objectives 2. Selection of learning experience 3. Organization of learning experience 4. Instruction 5. Evaluation Summary of the major findings 1. Establishment of objectives Thirty nine point three percent of the nurses said that the first objective of the general nur sing education was stated "to educate a nurse as a human being with humanity." Ninety point eight percent of the total respondents said that they knew the objectives of the curriculum of their nursing schools, but more half of them (58.3%) understood the objectives vaguely at the time they attended nursing school. 2. Selection of learning experience Thirty nine point eight percent of the respondents said their curriculum contained "only a few" liberal arts courses. 3. Organization of learning experience Forty seven point six percent of the respondents were reported that the number of course-hours was "insufficient" in liberal arts courses. Fifty seven point three percent of the nurses felt there was an overemphasis on any special topic in liberal arts courses. 4. Instruction Methods of instruction were as follows: Liberal arts courses a. lecture which centered on explanation (61.1%), b. lecture which centered on writing (43.7%) Supporting nursing courses-a. lecture which centered on explanation (34.0%). b. laboratory practice (37.8%) Clinical nursing courses- a. lecture which centered on writing (35.0%), b. clinical practice (38.4%) The percentage of respondents replying that various equipment for the learning activities were "insufficient" were as follows: Liberal arts courses-51.0% Supporting nursing courses-28.6% Clinical nursing courses-37.9% 5. Evaluation In the liberal arts courses, 30.6% of the respondents answerd that the evaluation of records was in their opinion "poor," and 28.2% of the respondents reported that the method of evalua tion was "unfair and discouraging." "Development of a systematic theory of nursing" was thought to be essential for curriculum improvement. The respondents felt that the junior year was the hardest because 1. Number of subjects was too great (28.1%) 2. Lack of a systematic theory of nursing (14.5%) 3. Conflict due to the difference between nursing theory and nursing practice (21.4%) Recommendations 1. Since this study was limited to nurses who had graduated in 1973, a larger study involving professors, graduate students, and nurses from a wider area is suggested in order to establish the reliability and validity of the present findings. 2. Nursing research should be carried out more actively in order to develope nursing science. 3. A permanent organization for research into ways to improve the curriculum should be established in each nursing school.

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An Experimental Study on the Influences of Nurses' Communication Method upon Psychiatric Patient's Response
Pyoung Sook Lee
Journal of Nurses Academic Society 1974;4(2):78-92.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.78
AbstractAbstract PDF

It is the purpose of this study to make clear the way in which people can lead a more desirable human life, that is, to ascertain the method of achieving therapeutic change through transaction between nurses and psychiatric patients. The various problems proposed by the above-stated aims of study can be shown, such as: What kind of influences does the method of a nurse's communication have upon the response of psychiatric patiants? 1) What are the general methods of communication used by the nurses? 2! Are there any differences between the control group and experimental group in the patients' "Child" response? 3) Are there any differences between the control group and experimental group in the Patients-"Adult" response? 4) What is the most desirable method of communication for therapeutic change in the patients? In an effort to solve the above questions this study attempted and managed to draw a random sampling of 200 patients being accommodated in the National Mental Hospital by dividing them into two groups, experimental groups and conrol groups, and recording the transactions between nurses and patients. In the course of carrying out this study, the experimental group was interviewed by the nurses specially trained in the P.A.C theory, and the control group interviewed at random by the nurses with no special training in communication. Further, the communication between nurses and patients in a free, relaxed atmosphere was allowed only for 15 minutes, whereupon the nurses were requested to make process-recording according to her memory of nurse- patient transaction. The process-recording which recorded a series of transactions between the nurses and the patients-was analyzed according to Berne and Harris' transactional Analysis Standard. Through this standard, the writer of this study examined the significance of difference to compare the transactions brought forth between the experimental group and the control group. The following is a summary of the study which the writer of this thesis undertook. Hypothesis I. The method of communication which the nurses usually apply to the patients will be higher in "Parent" than in "Adult". The communication which the nurses carried out in the control group turned out fo be not significant between "Adult" and "Parent" Accordingly hypothesis 1. came to be rejected. Hypothesis 2. The patients "Adult" response will be higher in the experimental group than in the control group. According to the result of a CR examination, as the communication showed a significant difference on P<.01 level' hypothesis 2 became affirmative. Hypothesis 3. The patients' "Child" response will be higher in the control group than in the experimental group. Hypothesis 3 proved affirmative since it showed an significant degree on P<.01 level according to the result of a CR examination. Hypothesis 4 "Adult" response of the patient will be higher in frequency by nurses' "Adult" stimulus than nurse's "Parent" stimulus Chi-square examination revealed significant differenne on P<.05 level. H-ypo. 4 is affirmed. The following conclusions are drawn out based on the result of this study. 1) The generally used method of communication stimulus used by nurses for patients proved to be "Adult" and "Parent" in similar proportion. 2) The group in which the nurses could increase pthe atients' "Adult" response proved to be higher in the experimental group than in the control group. Therefore, the communication (or stimulus) which has been applied in the experimental group can be said to be possible method of achieving therapeutic change. 3) Since the patients' "Child" response were higher in the control group than in the experimental group the communication method used in the control group was suggested as the less agreeable method of achieving therapeutic change than that used in the experimental group. 4) "Adult" response of patient was elicited in significantly greater percentage when the "Adult" stimulus was used by the nurse. Therefore, the most desirable method of - communication to give therapeutic change definitely was shown to be the "Adult" stimulus. Recommendations for further studies are as follows: 1) Studies on nurses' role perception in nurse-patient relationships. 2) Studies on patients' response to the method of cammunication used by nurses according to variables such as sex, social status, educational background, state of health. 3) Application of T.A. method to various groups of patients. 4) Study of various methods to improve student skill in use of process recording.

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Comparative Experimental Study on Measurement op Oral Temperature with Different kinds of Clinical Thermometers: Comparison of Oral Temperature and Oral Placement Time among Fahrenheit Glass Thermometer, Electric Thermometer, Yu II centigrade Glass Thermometer, and Kuk II centigrade Glass Thermometer
Joung Sook Yoon
Journal of Nurses Academic Society 1974;4(2):93-106.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.93
AbstractAbstract PDF

The purposes of this study are to identify the necessity of utilization of electric thermome-ter, to determine the difference of clinical thermometers to reach maximum or optimum temperature, and to determine the length of time necessary for temperature taking, with Fahrenheit thermometer, electric thermometer, Yu II centigrade thermometer, and Kuk II centigrade thermometer. The first and second comparative Experiments were conducted from August 25 through September 30, 1973. In the first experiment, Fahrenheit thermometer, which had been accurately tested two times, and electric thermometer have been utilized. These two kinds of thermometers were inserted' simultaneously under the central area of the tongue and the mouth kept closed while thermometers were in place. All temperature readings were done at one minute interval until reaching maximum temperature. These procedures were repeated one hundred times and the data were-analyzed statistically by means of the t-test. In the second experiment, Fahrenheit thermometer, which had been accurately tested two times, Yu II centigrade thermometer, and Kuk II centigrade thermometer have been utilized. These three kinds of thermometers were inserted simultaneously under the central area of the tongue and the mouth kept closed while thermomethers were in place. All temperature readings were done at one minute interval until reaching maximum temperature. These procedures were repeated one hundred times and the data were analyzed statistically by means of the F-ratio Under the eight hypotheses designed for this study, the findings obtained are as follows: 1. There were no significant differences in the maximum temperature between Fahrenheit thermometer and electric thermometer. The mean maximum temperature for Fahrenheit thermometers was 37. 06degrees C and for electric thermometer was 37. 09degrees C. 2. The placement time to reach maximum temperature taken by Fahrenheit thermometer was significantly shorter than that by electric thermometer. The mean placement time for Fahrenheit thermometers was 6.50 minutes and for electric thehmometer was 7.12 minutes. In the case of Fahrenheit thermometers, only 14 to 39 percent after 3 to 5 minutes, over 90 percent after 10 minutes, and 100 percent after 13 minutes, had reached maximum temperature. When the electric thermometer was used, only 9 to 28 percent after 3 to 5 minutes, over 90 percent after 11 minutes, and 100 percent after 12 minutes, had reached maximum temperature, 3. There were no significant differences in the optimum temperature(the maximum temperature minus 0.1degrees C) between Fahrenheit thermomether and electric thermometer. The maen optimum temperature for Fahrenheit thermometers was 36.98degrees C and for electric thermometer was 37. 00degrees C. 4. The placement time to reach optimum temperature taken by Fahrenheit thermometer was significantly shorter than that by electric thermometer. The mean placement time for Fahrenheit thermometers was 4- 04 minutes, for electric thermometer was 5. 52 minutes. In the case of Fahrenheit thermometers, 45 to 77 percent after 3 to 5 minutes, over 90 percent after 7 minutes, and 100 percent after 10 minutes, had reached optimum temperature. When the electric thermometer was used, 23 to 54 percent after 3 to 5 minutes, over 90 percent after 9 minutes, and 100 percent after 12 minutes, had reached optimum temperature. 5. There were no significant differences in the maximum temperature among Fahrenheit thermometer, Yu II centigrade thermometer, and Kuk II centigrade thermometer. The mean maximum temperature for Fahrenheit thermometers was 36. 67degrees C, for Yu II centigrade ther-moneters was 35.75degrees C, and for Kuk II centigrade thermometers was 37. 76degrees C. 6. There ware no significant differences in placement time to reach maximum temperacure among Fahrenheit thermometer, Yu II centigrade Thermometer, and Kuk II centigrade thermometer. The mean placement time for Fahrenheit thermometers was 7. 77 minutes, for Yu II centigrade thermometers was 7.25 minutes, and Kuk II centigrade thermometers was 7.25 minutes. In the case of Fahrenheit thermometers, 8 to 24 percent after 3 to 5 minutes, over 90 percent after 11 minutes, and 100 percent after 13 minutes, had reached maximum temperature. When the Yu II csntigrade thermometer was used, 10 to 27 percent after 3 to 5 minutes, over 90 percent after 11 minutes, and 100 percent after 13 minutes, had reached maximum temperature. When the Kuk II centigrade thermometer was used, 11 to 27 percent after 3 to 5 minutes, over 90 percent after 11 minutes, and 100 percent aftar 12 minutes, had reached maximum temperature. 7. There were no significant differences in the optimum temperar.ure(the maximum temperature minus 0.1degrees C) among Fahrenheit thermometer, Yu II centigrade thermometer, and Kuk II centigrade thermometer. The mean optimum temperature for Fahrenheit thermometers was 36.60degrees C, for Yu 11 centigrade thermometers was 36. 69degrees C, and Kuk ll centigrade thermometers was 36. 69degrees C. 8. There were no significant differences in placement time to reach optimum temperature among Fahrenheit thermometer, Yu II centigrade termometer, and Kuk II centigrade thermometer. The mean placement time for Fahrenheit thermometers was 5. 70 minutes, for Yu II centigrade thermometers was 5.54 minutes, and for Kuk II centigrade thermometers was 5. 28 minutes. In the case of Fahrenhit thermometrs, 21 to 49 percent after 3 to 5 minutes, over 90 percent after 9 minutes, and 100 percent after 12 minutes, had reached optimum temperature. When the Yu II centigrade thermometer was used, 24 to 51 percent after 3 to 5 minutes, over 90 percent after 10 minutes, and 100 percent after 12 minutes, had reached optimum temperature. When the Kuk II centigrade Thermometer was used, 29 to 57 percent after 3 to 5 minutes, over 90 percent after 9 minutes, and 109 precent after 11 minutes, had reached optimum temperature.

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A Study on Correlation between Role Perception Role Expectation of School Health Nurses, Teachers and Students in Urban Area
Kwang Ja Chang
Journal of Nurses Academic Society 1974;4(2):107-120.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.107
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Healthy second generation is considered the wealth of the nation. Recant statistical data reveals that student population;primary through university, is 25% of population. Despite th3 fact that health education is one of the three most valued educational aims of Ministry of Education, students, teachers and parents seem reluctant to its value. In this context, influences of school health nurses on this aspect of education can not be disregardede This study is designed to investigate the status and working condition of school health nurses and analyse the correlation between role perception and role expectation of school health nurses, teachrs and students. Prior to main study, pilot interviews with 10 of each group according to chack-list are performed. Data; for main study is collected through check-list from September 10 to October 10,1973 from 100 of eachgroup. All responses of questionaire item are categorised into 4 aspects;health education, environmental sanitaion, qualification of school health nurses and social aspect of school. Results of study are as follows; 1. Differences on role perception of school health nurses and role expectation of teachers is revealed1 non- significant by .05.

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Comparative study of the prenatal care among Seoul and Chun Chon areas' clinics
Jung Hee Kang
Journal of Nurses Academic Society 1974;4(2):121-130.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.121
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This study was performed with, two groups of 369 pregnant women, which consisted of the first group of 186 pregnant women taking physical examinations for birth at the Korea clinic in Seoul during the months of November and December in 1972, and the second group of 183 pregnant women taking physical examinations for birth at the Kang Won Provincial Hospital for the 12 months from October, 1972 to September 1973, as the results of this study the following concusion was obtained. 1. Age distribution indicated that the group of 25 through 34 age among them fellen 76 percent. 2. The time of the first physical examination by the 76% pregnant women of the second group at Chun Chon was in the initial period of pregnacy, but the time of that by every 33% pregnant women of the first group in Seoul came to the initial, middle and late period of pregnancy, evenly. 3. The 65.6% of the second group had one or two times of physical examination and the 80% of the first group had one to eight times of physical examination. 4. The mean pregnancy times was 1.9 to the first group and 2.8 to the second group, showing high pregnancy rate in Seoul city. .5. The 57.3% of the first group and the 31.3% of the second group did one times of abortion. The 3.2% of the first group and the 10.7% of the second group did more then six times of abortion, this meant big difference between two groups. The 24.1% of the first group had four times of pregnancy and the 18.1% of the second group had three or four times of it. These precentages was the highest of all. 6. Death rate during the period of pregnancy was shown to be 3.2% to the first group and 9.7% to the second group, consequently indicating grealty high death rate in local city. 7. Many of the first group have three children and some of the second group have seven children. 8. As to toxemias of pregnancy, 23.7% of the first group, and 49.7% of the second group were shown to have toxemias of pregnancy, conseuently with greatly high toxemias rate of pregnancy in local city. The 4.0% of the first group and 37. 0% of the second group was short of hemoglobin, with remaqkable difference between the two groups.

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A Study on Relationship Between Fear Daring Pregancy and Person and Environmental Variables in Pregnant Women
Song Ja Chung
Journal of Nurses Academic Society 1974;4(2):131-143.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.131
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Antenatal care is zoomed towards assisting the individual to achieve safe and wholesome state of health during pregnancy. Nature of fear is assumed to be rooted to complex interaction between past experiences, human relationship and present state of health, however, specific relationship between fear and the variables have not yet been ascertained. This study is designed to investigate the nature of fear or pregnancy, and the correlation between fear and the personal and environmental variables such as personal characteristics, past experiences-and paycho-social factors. During the period from Octobor 23 to November 5. 215 pregnant and 104 non-pregnant women of similar chronological are group residing in Seoul were interviewed according to check-list by random_ General anxiety test, general personality test and test for fear of pregnancy, family according to specific variables such as past experiences of pregnancy and childbirth, structure of family, family relationship and month of pregnancy was done to the group of pregnant women. To non-pregnant-group, general anxiety test was performed to compare with pregnant group. Results of the study are as follows; 1. Hypothesis 1; Degree of general anxiety will be higher pregnant women compared to that of non-pregnant women. There is no significant difference between the general anxiety of pregnant women and that of non-pregnant women. Therefore, hypothesis I is rejected. 2. Hypothesis 2; Fear of pregnancy and general anxiety will be correlated with personality factors. Through test for fear of pregnancy and general anxiety, a meager contra-correlation between fear and only two personal factors (R and E factor) is revealed but there is no significant correlation between fear and other personal factors (A,S, and T tactor). Degree of fear of pregnancy tends to be higher in the group with low personality factors; responsibility and emotional stability, expect the correlation between ascendancy, sociability, and confidence- inferiority, non-significant. Through general anxiety test, level of general anxiety tends to be higher in the group with low personality factors; responsibility, emotional stability, and confidence except ascendency and sociability, non- signifi- cant. Hypothesis 2 is partially supported. 3. Hypothesis 3; General anxiety and fear of pregnancy will be correlated with the past experience-of pregnancy, and child-birth experience. Though general anxiety test and test for fear of pregnancy, non-significant difference is revealed by P>.05 level. Hypothesis 3 is rejected. 4. Hypothesis 4; General anxiety and fear of pregnancy will be correlated with the month or pregnancy will be correlated with the month of pregnancy. Through tests of general anxiety and fear, significan correlation is revealed degree of fear by P<. 05 level (CR=1.98) and level of general anxiety by P<005 level (CR=3.11) is higher in-the earlier stage of pregnancy. Hypothesis 4 is supported. 5. Hypothesis 5,6, 7; General anxiety and fear of pregnancy will be correlated with socio-economic status, family structure, and family relationship. Through general anxiety test and tear of pregnancy test, non-significant is revealed by P>.05-level. Hypothesis 5, 6, 7 are rejected Conclusion and recommendation Level of general anxiety and degree of fear of pregnancy is shown not to be correlated with variables of past experiences of pregnancy and child-birth and family factors except the month of pregnancy. Personal characteristics are shown to be partially contra-correlated meagerly with genera anxiety and fear of pregnancy. This study revealed contrasted results, in regard to presence of correlation between genera anxiety and fear of pregnancy, to other thesis. In this context further studies under controlled! environment is recommended

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Value orientation and the relationship between nurse's role perception and patient's expectation on selected routine nursing activities
Yoon Bok Hahn, Soon Ja Kim, In Ja Lee
Journal of Nurses Academic Society 1974;4(2):144-158.   Published online April 3, 2017
DOI: https://doi.org/10.4040/jnas.1974.4.2.144
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This study waa undertaken in an attempt to; 1) measure value orientation of nursing activities, 2)identify the relationship between nurse's role perception and patient's expectation, and 2) evaluate the pattern of nursing education and nursing service administration. 203 hospitalized adults and 203 professional nurses from 11 general hospitals in Seonl during the period of July to December 1973 were tested according to questionnaire based on 4 categories of clinical nursing activities, 1) physical care, 2) observation and control, 3) psychosocial care and 4) therapeutic measures. Results of the study are as follows: 1. Nurses were more concerned than patients in the physical care category. Significant difference was revealed by p<. 01 level (t=2.800). Mean value score of nurses was average (2.84), and mean value score of patients was relative'y low (2.49). None of the physical care category questionnaire items were over 3.5. 2. Respondents from hospitals of total care system revealed significant difference in the physical care category by p<. 025 level. (t=2.242). Mean value score of both group were average level (nurse 2.90, patient 2.53)> nurses showed higher concern. :3. Difference between nurse's role perception and patient's expectation in observation and control category was revealed non- significance by p> 0.05. level (t = 1.238). Mean value score of both group revea ed relatively high Cnurse=3. 44, patient 3.19). 4. Difference between nurse's role perception and patient' sexpectation in psycho- social care category revealed non- significance by p> .05 level (t-0.758), Mean value score of both group revealed average level (nurse=2.71, patient=2.53). 5. Non- significant difference was noted between B. S. N. and diploma nurse's role perception in the psycho- social care category by p> 0.1 level (t = 0.316). 6. Difference between nurse's role perception and patient's expectation in the the rapeutic me asures category revealed non- significace by p> 0.05 level) t=0.503). Nurses showed high concern by mean value score 3.56 level and patients relatively high by 3. 41. All items of this category revealed very high or relatively high value score.

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J Korean Acad Nurs : Journal of Korean Academy of Nursing
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