The purpose of this study was to investigate the current status of curriculum operation of the basic medical sciences in nursing education at college of nursing, department of nursing and junior college of nursing, ultimately to provide the basic data to provide a curriculum of basic medical science in nursing education. 78 professors who were in charge of basic medical science at 22 colleges of nursing and department of nursing, and 20 junior colleges of nursing responded the questionnaire consisted of 22 question items about the status of objectives, lectures, laboratory practice and characteristics of professors, and mailed to the author. The findings of this study were as follows : 1. The subjects of basic medical science were identified as physiology, anatomy, biochemistry, pathology, microbiology, pharmacology in the most colleges of nursing and junior college of nursing. 2. College of nursing and department of nursing(9.1%) and 19 junior colleges of nursing(95%) did not open biochemistry, 1 college of nursing and department of nursing(5%) did not open pathology and pharmacology. 2 Junior colleges of nursing(10%) did not open pharmacology, 1 junior college of nursing(5%) did not open pathology, the other 1 junior college of nursing did not open microbiology. 2. Credits of the subjects were ranged from 1 to 4. Lecture hours of one semester of physiology at school of nursing and junior college of nursing was average 103.6 and average 102.67, that of anatomy was average 127.1 and average 98, that of microbiology was average 109.7 and average 86.33, that of biochemistry was average 105, that of pathology was average 91 and average 94, that of pharmacology was average 86 and average 85.75. 3. Most of schools used 1 textbook for lectures, 3 school of nursing and department of nursing recommended references without using textbook, while all 36 junior colleges of nursing used textbooks. 4. 5 among 10 schools of nursing and department of nursing had a laboratory practice in physiology, 4 among 7 schools in anatomy, 4 among 6 schools in biochemistry, 2 among 6 schools in biochemistry, 2 among 6 schools in pathology, 5 among 6 schools in microbiology. Not all the schools had a laboratory practice in pharmacology. 4 among 9 junior colleges of nursing had a laboratory practice in physiology. 1 among 4 schools in anatomy, 2 among 7 schools in microbiology. Not all the junior college of nursing had a laboratory practice in pathology and pharmacology. 11 among 20 colleges of nursing and department of nursing, 4 among 7 junior schools of nursing used a textbook of laboratory practice. 5. All the subjects as school of nursing and department of nursing responded that content of lectures and laboratory practices of basic medical science should be different from that of medical education, 34 junior schools of nursing responded that content of lecture of basic medical science in nursing education should be different from that of medical education. 33 junior schools of nursing responded that content of practice of basic medical science in nursing education should be different from that of medical education. 6. The final degree of 25 professors who were in charge of basic medical science were doctors of medicine, that of 5 professors were masters of medicine, that of 5 were doctor of pharmacology, that of 2 were a master of pharmacology, that of 1 was physical science. The final degree of 8 professors who were in charge og basic medical science were masters of medicine, 7 doctors of medicine, 4 masters of nursing science, 4 masters of pharmacology, 2 doctors of nursing, 2 doctors of physical science, 2 doctors of pharmacology and 1 master of public health. 9 full professors, 13 associate professors, 11 assistant professors, 3 full time instructors, and 6 part time instructors were in charge of basic medical science at college of nursing and department of nursing, 20 part time instructors, 8 associate professors, 6 assistant professors, and 2 full professors were in charge of has basic medical science at junior college of nursing. Based on these results, curriculum of basic medical science in nursing education should be reviewed deeply based on nursing model.

The purpose of this study was to identify how internal and external coping resources influenced active coping in the process of stress-coping. The model was established theoretically by comparing and integrating the following theories : Stress-Coping, Self-Care, and Resourcefulness. The subjects consisted of sixty eight patients undergoing chemotherapy(experimental group 34, control group 34) at two general hospitals from January to July, 1995, The results were as follows : After self-care education, the active coping score of the experimental group was significantly higher than that of the control group. The active coping score of the high resourcefulness group was significantly higher than that of the low resourcefulness group. The interaction effect between self-care education and resourcfulness was not significant statistically. Specifically as to such scores of seeking social support, problem-oriented strategy and self care behavior, there were significantly higher in the experimental group and high resourcefulness group than in each of the other groups. Considering them both, self-care education and resourcefulness are effective nursing strategies to promote active coping including self-care. Consequently, the synthesis and testing of theories of stress-coping, self-care, and resoucefulness in this study are mostly proven to enhance the explanation and prediction of the change of active coping including self-care. Therefore the result of this study will contribute in the development of practice theory of nursing. A further study is necessary to reevaluate the interaction effect between self-care education and resourcefulness and to identify the difference between resourcefulness and self-efficacy.

This is descriptive study conducted to identify educational needs of mothers of nephrotic syndrome patients and the degree of nurses' educational performances perceived by mothers who look after mainly nephrotic syndrome patients. The study subjects were composed of 74 mothers of nephrotic syndrome patients whose children were hospitalized in 2 Pediatric wards of University Hospital in Seoul and 1 in Pusan from Jure in 1996 to January in 1997. A questionnaire for this study was item Kikert type 5 point scale, developed on the basis of previous literature and researcher's clinical experience and the reliability of the used instruments was q=.97. The data analysis was done by SAS. t-test, and ANOVA were done to determine the effect of general characteristics of subjects on their educational needs. Pearson correlation was done to measure relations between general characteristics of subjects and their educational needs and Stepwise Multiple Regression was done to test a variable affecting educational needs. The results were as follows. 1. Mean score of educational needs of subjects was 137.06(Maximum 176). The score of the educational needs of home care was the highest, but the question numbers(of that category) are smaller than others. So, the educational need of the diagnosis and treatment was regarded as the highest in contents. 2. The mean score of nurses' educational performances was very low, 74.91(Maximum 176). Nurse's educational performances score in the diagnosis and treatment of the disease ranked as the highest Burt that score in the care during hoapitalization was the highest in contents as the educational needs was. 3. The number of children excepting the patient(r2=.215289, P=.006)and the age of patient(r2=.23770, P=.001) were emerged as important variables affecting the degree of mother's educational need.

This study was done to examine knowledge about. and need for sex education among university students in Korea. This Study design was descriptive survey design. The data were collected from 540 university students from June 10 to June 30, 1996, using questionnaires developed by the authors. The results are as follows : Those who had sex education had higher scores in sex knowledge than those had not had sex education. The average score for sex knowledge was 71.9 of a maximum score of 100. Knowledge of sexually transmitted disease was scored highest of 79.8, and knowledge of the anatomy and physiology of the reproductive system was scored lowest at 60.9. The subjects who answered 'yes' about the necessity of sex education numbered 529(98%) and the most important reason given for needing sex education was to cope well with physical and psychological developments. Regarding the content of sex education, a choice of relevant contraceptive methods was given the highest rating. Anatomy and physiology of reproductive system was the least chaser subject as the first priority among five topics. Yet, sex education for university students should include anatomy and physiology of the reproductive system, considering the low level of knowledge on this topic in the subjects of this study and its importance as a part of sex education.

This study was an evaluation study of AIDS education program. The purpose of this study was to clarify the education effects on AIDS for health care workers to develop abetter next education program. This study was done by self reporting with a 67 items of structured questionnaire by 431 health care workers included doctors, nurses, laboratory technicians, and health educators. Data were collected at the time of completion of each AIDS education with the help of education program manager. Both the AIDS related knowledge score and the acceptance attitudes score were significantly higher in the male group, in the medical institution employer group, in the group who have met the HIV infected person, who has known the HIV positive person, and the group of laboratory technician, but the AIDS prevention intention score was statistically higher in the group of female and laboratory technician group. The post education scores of AIDS related knowledge, acceptance attitudes, and preventive intention were statistically higher than those of the preeducation. The most increased item among AIDS prevention intention list was 'I will provide the meeting between the HIV infected persons and the public(+21.9%)'. But even the decreased item among AIDS prevention intention list was 'I will advice to female not to have extra marital sexual contact to avoid AIDS(-3.1%)'. It could be concluded that the health care workers were ignorant of vertical transmission of AIDS, they were afraid of disclosing the infection status, and have less AIDS prevention intention. Therefore is needed to take an assessment process before each new education strategy to increase AIDS related the effect of the education on AIDS.

The purpose of this study was to identify the effect of structured patient education on knowledge and behavior about selfcare in hemodialysis patients, and to find the strategy to promote their selfcare behavior. In conclusion, structured patient education in hemodialysis patients was improved the level of knowledge and behavior about selfcare. But there was a little relationship between the knowledge and behavior about selfcare. That is ; structured patient education is the effective nursing intervention to improve their selfcare knowledge and behavior, but further research is needed to find the factor to increase selfcare behavior in hemodialysis patients.

This study had been attempted to set up the strategies of the nursing which can promote the activity performance for early rehabilitation for the patients by examining the effect of the structured patient education on the early rehabilitation knowledge and activity performance of the C.V.A. patients. The study method had been done by investigating the experiment group and control group in advance through the question papers and interview and observation on 65 patients who had been hospitalized at oriental medicine hospital of K Medical Center form July 1st 1995 to the end of Sep, 1995. The analysis of the collected material had been done for the homogeneity test in which general characters of experiment group and control group had been tested by x2 and the homogeneity test of ADL by t-test. To test the hypothesis the t-test had been given for the difference of the early rehabilitation knowledge and activity performance between the two groups and the correlation between early rehabilitation knowledge and activity performance had been tested by Pearson's Correlation Coefficient. The result of the test of the hypothesis is as the below. 1. The 1st hypothesis "The experiment group which had received the structured education should be higher in the early rehabilitation knowledge than the control group" was supported(t=4.45, p=.000). 2. The 2nd hypothesis "The experiment group which received the structured education should be higher in the early rehabilitation activity performance than the control group" was supported(t=2.11, p=.036). 3. The 3rd hypothesis "The higher the early rehabilitation knowledge of the patient the higher the activity performance degree" was rejected(r=.1546, p=.219). In conclusion, the patients who received the structured showed the increase in the degree of early rehabilitation knowledge and activity performance so, it had been judged that education had been prerequisite in increasing the knowledge and activity performance of early rehabilitation.

This study has been done for the purpose of testing the effect of health education on the performance of health promoting behavior in college students, and identifying the factors affecting health promoting behaviors. A Nonequivalent control group posttest research design was used. Two hundred thirty college students at K College in T city were studied, Of them, 114 who attended a systematic health education session for three hours a week during one semester were the experimental group. And 116 college students who were chosen of matched sampling of grade, class and sex were the control group. This study was conducted from March 1 to July 2, 1995. The instruments used for this study included a survey of general characteristics, perceived health status, self-esteem, health promoting behavior and health locus of control. Analysis of data was done by use of mean, t-test, Pearson correlation coefficient and multiple regression. The results of this study are summerized as follows; 1) The average item score for the health promoting behavior was low at 2.52. In the sub-categories, the highest degree of performance was 'harmonious relationships', following 'sanitary life', 'self-esteem', 'rest and sleep', and 'emotional support' and the lowest degree was 'professional health management'. 2) Hypothesis 1 that the college students who get health education will have a higher degree of health promoting behavior than the college students who do not get health education was accepted. There was a statistically significant difference between the average of the experimental group, 2.60, and the average of the control group, 2.45.(t=11.30, p=0.0009). 3) Hypothesis 2 that the college students who get health education will have a higher score of perceived health status than college students who do not get the health education was rejected. (t=1.13, p=0.289) 4) Performance of health promoting behavior was positively correlated with self-esteem and grade and negatively correlated with perceived health status. 5) The most important factor affecting performance of health promoting behavior was self-esteem. The following suggestions are made based on the above results; 1) Replication of the research is needed to confirm effects of health education. 2) More effective health education programs need to be deveolped through by modification of teaching methods and content analysis of health education. 3) Other factors affecting health promoting behavior should be identified. 4) Nursing colleges or departments of nursing should make an effort to develop and carry out various health education programs for the health promotion of all college students.

Clinical practice in nursing education provides an opportunity for students, through the process of applying theoretical knowledge to practice, and to learn nursing skills as well as being socialized into nursing and as such decrease the reality shock of actual nursing practice. Because of a shortage of nursing faculty, the job of achieving the objectives of the clinical practice had been turned over to the head nurses. This resulted in many problems, such as, unclear location of responsibilities and inadequate feedback from head nurses. Therefore this study was done to introduce and evaluate the use of preceptors as a way to minimize the above problems, and to maximize the achievement of the clinical practice objectives. Using an adaptation of Zerbe's (1991) three-tiered team model, clinical practice was done using a preceptor, a head nurse and a clinical instructor, each with different and well defined roles. The subjects of this study were 67 senior students of the College of Nursing of Y University in Seoul whose clinical practice in adult nursing was carried out between May 1, 1994 and December 8, 1994. There were 22 preceptors who had at least two years of clinical experience and who were recommended by their head nurses. They were given additional education on the philosophy and objectives of the College of Nursing, on communication skills, on the theory and practice of education, and on nursing diagnosis and education evaluation. The role of the preceptor was to work one-to-one with students in their practice. The role of the head nurse was to supervise and evaluate the preceptors. The role of the clinical instructor was to provide the education program for the preceptors, to provide advice and suggestions to the preceptors and to maintain lines of communication with the college. With each of these roles in place, it was thought that the effectiveness and efficiency of the clinical practice could be increased significantly. To evaluate the effectiveness of the precep-torship, the three-tiered model, Lowery's Teacher Evaluation Opinion Form translated and adapted to Korea was used to measure student statisfaction. The Clinical Practice Compentency Evaluation Tool developed by Lee et al was also used to measure student competencies. The results of this study are as follows: 1. The satisfaction with clinical practice was higher with the introduction of the perceptors than it was before they were used. (t=-5.96, p=<.005) 2. The clinical practice competencies were higher with the introduction of the preceptors than it was before they were used(t= -5.13, p<.005) 3. In order to analyze areas not measured by the quantitative tools additional analysis of the open questions was done. The results of this analysis showed that: 1) The students felt positive about their sense of security, confidence, handling of responsbility, and being systematic. They also felt positive about improvements in knowledge, opportunities for direct care, and socialization. 2) The students felt negative about the technical part of their role, lack of knowledge by the preceptor, unprofessional attitudes on the part of the preceptor, difficulty in the role of the professional nurse (student). 3) The preceptors felt positive about their responsibility, motivation, and relationship with the college. 4) The preceptors felt negative about their burden. Introduction of the preceptorship model will lead to change and improvement in the negative factors discussed above, solve problems in the present clinical education system, increase continuity in the education of the students, help with socialization of the students and motivation of the preceptors to upgrade their education and increase their confidence. These objectives must be obtained to further the development of professional nursing, and thus, making the preceptorship a reality is our job for the future.

BACKGROUND: Korea and the People's Republic of China received their nursing traditions from European and the American missionaries in the late 1800's. However, the stages of nursing education development and its standards are not same among countries. Korea, People's Republic of China and the United States have gone through various internal socio-political, hierarchical changes which impact development of its nursing education systems in the past. PURPOSE AND METHODS: In this paper the authors have endeavored to review undergraduate nursing education systems in Korea, China and the United States in consideration with their unique historical social and political background of its development. Result: Korea has two nursing education systems: associate and baccalaureate. China developed three types of nursing education systems: certificate, associate and baccalaureate. The United States, one of the countries, which nurtured the modern nursing education, has four types of nursing education systems: certificate, associate, diploma and baccalaureate. Furthermore, the authors have discussed on several core and common issues to be considered for future directions on nursing education systems for three countries.

PURPOSE: The objective of this research is to provide the indoor environment management education program for the asthma patients and their families and then analyze the effectiveness in education preventing allergic asthma.
METHODS
A pre-post single group quasi-experimental design was used to provide an education program about correct indoor environment management to a total of 58 households (29 patient households and 29 normal households). The performance rate of correct indoor environment management procedure, amount of house dust mite antigen, allergy subjective symptoms score and knowledge score about indoor environment management were compared before and after the education to test the effectiveness of the education.
RESULTS
Home-visit education in this research had effects in improving subject households' performance rate of indoor environment management procedures, reducing the amount of house dust mite antigen - an important inducing factor of allergy, and reducing perceived subjective symptoms of allergy.