This study attempts to predict nurses'clinical performance from entrance examination of university and college achievements after graduation. This is based upon a survey study, 49 nurses in Yon Sei Medical Center after graduation of college of nursing. Correlation of college achievements, clinical performance and variables of nurses' clinical performance are produced using Pearson's Productmoment correlation coefficient significance of correlation tested by T-test. The result of the study were as follows; 1. Clinical performance of the college achievements is the best efficient variables in predicting the nurses' clinical performance after graduation and next theory scholastic total achievements and entrance examination the last. 2. There are significant correlation among nurses'clinical perfomance rating variables as nursing ethics, nursing skills, achievements, attitude, the state of health.

The present study in the view of humanistic psychology was attempted to seek the purpose of study, the relationship between nurses' working efficiency that measured by an observational working efficiency scale and their subjective perception. "Perceptual orientation scale" (Choy, Chung Hoon 1971) was administered to 100 nurses during the period of May to July 1972, and the relationship with their ratings by their supervising head nurses. Educational background, ages, and their lengths of carrer were compared with their subjective perceptions. All the relationship were calculated by the method of chi-squares and correlational coefficients. The results of this study are summerized as follow: 1. There is no significant relationship between nurses' subjective perceptions and their working ratings. 2. There is significant relationship between nurses' subjective perceptions and their educational backgrounds. 3. There is no significant relationship between nurses' subjective perceptions and their lengths of carrer. 4. There is no significant relationship between nurses' subjective perceptions and their ages. The results of the present study are interpreted to the sampled research group of this study and are not to be extended to any other groups.

Circadian rhythm is entrained in the 24-hour time interval by periodic factors in the environment, known as zeitgeber. But most rotating work schedules are outside the range of the entertainment of the pacemaker timing the human circadian sleep-wake cycle. It has been postulated that physiological and emotional disturbances occur in most human functions when the circadian rhythm is disturbed. So application of circadian principles to the design of shift schedules can aid in maintaining the temporal integrity of the circadian system and thereby minimize for the shift worker any detrimental consequences of circadian disruption. The study was quasi-experimental study to test the effect of shift intervals for the clinical nurse on the circadian rhythm. Twenty nurses newly employed in general units of two hospitals were selected as an experimental group and twelve college nursing students as a control group. Both groups were selected according to an established criteria using a purposive sampling technique. Ten subjects were assigned to weekly shift group and another ten to a biweekly shift group engaged in a semi-continuous shift schedule(sunday off) with a backward direction, that is, morning-evening-night shift. The control group worked a morning shift for 42 days. Oral temperature rhythm, waking time, sleep-wake cycle, fatigue, and mental performance were measured during the experimental period. The data collection period was from April 30, 1990 to June 10, 1990. MANOVA, paired t-test, ANOVA, and Student Newman Keuls method were used for statistical analysis. The results are summarized as follows. 1. Phase delay in the acrophase of temperature rhythm was shown according to the backward rotating shift. A complete adaptation to work on the night shift was achieved between the sixth and ninth day of the night shift. 2. There was no difference in either waking time or sleep-wake cycle according to the duration of the working day for every shift group. Significant difference was found in the waking time and the sleep-wake cycle for subjects on the morning, evening, and night shift in both of the shift groups(weekly shift group : lambda=0.121, p<0.01, lambda=0.112, p<0.01, biweekly shift group : lambda=0.116, p<0.01, lambda=0.084, p<0.01). 3. There was no difference in fatigue between the first working day and the last working day for the control group and for the biweekly shift group. In the weekly shift group, physical fatigue was significantly different for the first day and the sixth day of the night shift(t=-2.28, p<0.05). Physical fatigue and total fatigue on the first day of the night shift showed a significant difference among the control group, the weekly shift group, and the biweekly shift group(F=5.79, p<0.01, F=4.56, p<0.05). There was a significant difference between the shift groups and the control group(p<0.05). Physical fatigue, neuro-sensory fatigue and total fatigue on the last day of the night shift showed a significant difference among the control group, the weekly shift group, and the biweekly shift group(F=12.65, p<0.01, F=7.77, p<0.01, F=9.68, p<0.01). There was a significant difference between the shift groups and the control group(p<0.05). 4. No difference in mental performance was seen between the first day and the last day of work in each case. An arithmetic test on the first day of the night shift revealed a significant difference among the control group, the weekly shift group, and the biweekly shift group(F=3.79, p<0.05). There was a significant difference between the shift groups and the control group(p<0.05). The digital symbol substitution test and the arithmetic test on the last day of the night shift showed a significant difference among the control group, the weekly shift group, and the biweekly shift group(F=3.68, p<0.05, F=5.55, p<0.01), and both showed a significant difference between the shift groups and the control group(p<0.05). Accordingly, this study showed that during night duty, the waking time, sleep-wake cycle, and fatigue increased and mental performance decreased compared with morning and evening duty. It was also found that the weekly shift group had a higher fatigue score on the sixth day of night duty as compared to the first day, but the waking time, sleep-wake cycle, and mental performance revealed no difference for the duration of the night duty or between shift groups, and complete adaptation of temperature rhythm was achieved between the sixth and ninth day of night duty. It is possible to conclude from these results that for intermediate circadian type in a healthy young woman, a biweekly shift system is more compatible with the circadian timing system than weekly shift system.

Studies on menstruation have focused only on menstruation itself and menstrual disorders. The menstruating girls or women have been neglected. So, the purpose of this study was to understand menstrual experience of adolescent girls in their perspective and build a theory on it. The specific purpose of this study were to find initial reaction of the girls, their strategies to adapt to menstruation, consequences of their efforts, influencing factor, and patterns of experience. The subjects of this study were eleven adolescent girls who experienced menarche three months to twenty-six months before the interview time. They were selected purposively. Their ages were in range of twelve and sixteen. One of them was a elementary school girls, three high school girls, and seven middle school girls. Two girls were handicapped because of cerebral palsy. All of them had some knowledge about menstrual physiology and hygiene during menstruation. Data were collected from September, 1994 to July, 1995. Data collection and analysis were done according to the grounded theory methodology by Strauss and Corbin(1990). Data collecting method was the long interviews and observation. Each interview took from 1 hour to 2 hours. Interview were tape?recorded and transcribed later by author. Data were analyzed immediately after interviews. Based on the results of previous interview, next interview were planned until gathered data reached the saturation point. Results were as follows. One hundred and six concepts were found. Those concepts were grouped into twenty eight categories and then fourteen higher categories. Twenty eight categories were as follows, "want to hide", "bewildered", "sense of burden", "sense of heterogeneity", "gladness", "sense of superiority", "negative empathy", "positive empathy", "limited hygenic control", "sense of timing", "lack of knowledge", "lack of support", "advance knowledge", "informational support", "emotional support", "edurance", "prayer", "disclosing", "avoidance", "diversion", "sense of powerlessness", "discovery of sex identity", "sense of maturation", "sense of stability", "acceptance of menstruation". Fourteen higher categories were as follows, "negative feeling", "posive feeling", "exchange of feeling", "limited hygenic control", "sense of timing", "accumulated experience", "dysmen-orrhea", "level of knowledge", "need for support", "perceived support", "sharing of feeling", "self-control", "passive acceptance", "active acceptance". The core category was "emotional shaking", which consisted of "positive feeling" and "negative feeling". "Emotional shaking" comes up to every adolescent girls experiencing menarche, independently of any contextual conditions, and its demension has two directions: positive one and negative one. Its influencing factors were time of menarche, advance knowledge, support from the significant persons, expression and self?regulation. Even if they showed different process of adaptation to menstruation, general process of adaptation were as follows: 1. stage of emotional shaking 2. stage of acceptance 3. stage of internalization of the menstrual experience. Seven patterns existed on the process of adaptation to menstruation after menarche. Those are as follows. 1. If girls thought their menarche came too early and they had not much knowledge on menstruation, they had a kind of negative feeling. If they did not get enough support and dysmenorrhea superimposed, they came to accept menstruation passively. 2. If girls had menarche too early, they had negative feeling, even though they had enough advance knowledge. But support helped them accept menstruation easily. 3. If girls had menarche too early, they had negative feeling, even though they had enough advance knowledge on menstruation. But by experiencing subsequent menstruations and disclosing feeling, they began to accept menstruation. 4. If girls had menarche too lately and they had enough advance knowledge on menstruation, they had positive feeling. If dysmenorrhea superimposed later, their feeling turned in to negative one. But they came to accept menstruation positively by disclosing feeling and getting support. 5. If girls had menarche too early, they had negative feeling, even though they had enough advance knowledge on menstruation. In addition to this, if dysmenorrhes superimposed while they did not get enough support, they felt powerless and came to accept menstruation passively. 6. If girls had menarche too early and did not get enough advance knowledge, they had negative feeling. But disclosing feeling and support made them get sense of homogeneity and began to accept menstruation. 7. If girls had handicap, they had negative feeling, even though they had enough advance knowledge and menarche was late. But Menarche made them get feel sexual identity. Their limited hygenic control and negative empathy from their mothers made them accept menstruation passively. To let adolescent girls take their menstrual experience as a part of their lives forming a positive sense of feminine identity, it needs qualified teaching and, support and deep concern of the significant others. Nurses including school nurses should try to develop an educational program, which include menstrual physiology, hygiene during menstrual period, meaning of menstruation and impact of menstruation on the development of female sexual identity.