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.

This descriptive study was done to investigate the critical thinking ability of senior nursing students in two types of nursing education programs: associate and baccalaureate programs. Data were convenently collected from 159 associate degree nursing(ADN)students and 158 baccalaureate degree nursing(BSN)students. All schools were the Ministry of Education accredited and located in Seoul City and Kyung gi Province. These data were collected by self reporting questionaire given over two months from March to May, 1995. The subjcets completed the Watson -Glaser Critical Thinking Appraisal (WGCTA)and a demographic questionnaire. The data was analyzed using descriptive statistics and t-test with the SAS program. The results of this study are as follows 1. The mean of critical thinking ability of the ADN students was 42.69. 2. The mean of critical thinking ability of the BSN students was 47.68. 3. There was significant difference in the WGCTA scores between the ADN and the BSN students (t=7.38 p<0.001) 4. This study suggests that critical thinking ability may increase with higher levels of nursing education. Possible explanations for these findings are discussed.

Various accidents and injuries are currently occuring in Korea at increasingly high rates. Good quality emergency care service is urgently needed to cope with these various forms of accidents and injuries. In order to develop a sound emergency care system, there need to be a plan to educate and train professionals specifically in emergency care. One solution for the on going problem would be to educate and train emergency clinical nurse specialists. This study on a strategy for curriculum development for emergency clinical nurse specialist was based on the following five content areas, developed from literature related to the curriculum of emergency nursing and emergency care situation: 1. Nurses working in the emergency rooms of three university hospitals were analyzed for six days to identify categories of nursing activities. 2. Two hundreds and eleven nurses working in the emergency rooms of 12 university hospitals were surveyed to identify needs for educational content that should be included in a curriculum for the clinical nurse specialist. 3. Examination of the environment in which emergency management was provided. 4. Identification of characteristics of patients in the emergency room. 5. The role of emergency clinical nurse specialist was identified through literature, recent data, and research materials. The following curriculum was formulated using the above mentioned process. 1. The philosophy of education for emergency clinical nurse specialist was established through a realistic philosophical framework. In this frame, client, environment, health, nursing, and learning have been defined. 2. The purpose of education is framed on individual development, social structure, nursing process and responsibility along with the role and function of the emergency clinical nurse specialist. 3. The central theme was based on human, environment, health and nursing. 4. The elements of structure in the curriculum content were divided to include two major threads, i.e., vertical and horizontal: The vertical thread to consist of the client, life cycle, education, research, leadership and consultation, and the horizontal thread to consist of level of nursing (prevention to rehabilitation), and health to illness based on the health care system developed by Betty Neuman system model. 5. Behavioral objectives for education were structured according to the emergency clinical nurse specialist role and function as a master degree prepared in various emergency settings. 6. The content of the curriculum consisted of three core courses(9 credits), five major courses(15 credits), six elective courses(12 credits) and six prerequisite courses (12 credits). Thus 48credits are required. Recommendations: 1. To promote the quality of the emergency care system, the number of emergency professionals, has to be expanded. Further the role and function of the emergency clinical nurse specialist needs to be specified in both the medical law and the Nursing Practice Act. 2. In order to upgrade the qualification of emergency clinical nurse specialists, the course should be given as part of the graduate program. 3. Certification should be issued through the Korean Nurses Association.

No abstract available.

PURPOSE: The traditional nursing roles have become increasingly blurred. Nurses are now working in different ways and at higher levels of practice that enable nurses to adapt their roles and take on new responsibilities. The advanced role of nurses requires a different kind of master-level prepared education. METHOD AND RESULT: This article describes an curriculum development process in preparing registered nurses for their advanced nurese' roles in the area of acute adult health nursing, geriatric nursing, pediatric nursing, neonatal intensive care nursing and oncology nursing. Several important issues to be solved regarding introduction of APN were also discussed. CONCLUSION: The curriculum that was proposed in the study will equip nurses to meet the challenges of future healthcare provision and will be a model to other areas of nursing practice and curriculum development.

PURPOSE: The purpose of this study wsa to necessitate auricular acupressure therapy as an independent nursing intervention on cancer paitents by confirming its effectiveness. METHOD: The experimental study was unequivalently controlled pre-post measure study. The subjects were 40 cancer patients who were hospitalized in K medical center in Seoul. The experimental group (20) and the control group (20) were randomly assigned. As measured tools, Spielberger's State-trait Anxiety (1976) measured tool by Kim's transplation (1978). The auricular acupressure therapy was applied to experimental group, and the pre-post measure was performed to both group. The data was analyzed by using SPSS computer program that included descriptive statistics, x2-test, and t-test. RESULT: 1) The experimental group with the auricular acupressure therapy showed lower trait anxiety scores in comparison with the control group (t= 8.036, p=.000). 2) The experimental group which applied the auricular acupressure therapy showed lower state anxiety scores in comparison with the control group (t= 19.616, p=.000). This result showed that cancer patients with the auricular acupressure therapy applied cancer patients decreased state anxiety and trait anxiety. Therefore , effectiveness of the auricular acupressure therapy was confirmed through this study. CONCLUSION: According to the result, anxiety of cancer pateint should be decreased and controlled by the auricular acupressure therapy as independent nursung intervension. In addition, the auricular acupressure therapy will provide effective independent nursing intervention that will decrease anxiety on patient with other disease and will improve quality of their lives.

PURPOSE: The main purpose of this study was to compare the clinical competency in different instructio nal methods for funda- mentals of nursing practicum, standardized patients methods story as text method ,and traditional lecture/model method. METHOD: The study was designed as a quasi-experimental, nonequivalent control group post-test design with three separate classes of sophomore students attending fundamentals of nursing classes at one baccaleureate nursing school located in metropoli tan Seoul area. Control group was taught by traditiona lecture/ model method and two experimental groups were taught by standardized patients method and story as text method. Data were collected from September, 1999 to June 2001. There were 36 students in the standardized patient method group, 38 students in story as text group, and 40 students in the control group. Data analysis was done using SPSS WINDOW 9.0. RESULT: The results showed that the standardized patients method and story as text method groups were significantly better in clinical judgement and communication skills than the traditional lecture/model method group. The standardized patients method group was significantly better in clinical nursing skills performance than two other groups. However, there was no significant difference among the three groups in student satisfaction. CONCLUSION: The standardized patients method is an effective in teaching clinical cometency for student nurses. It is necessary to explore more efficient way to develop standardized patients cases for wider areas of nursing education. Also, it is recommended to develop more research projects with many nursing programs.

This study was designed to analyze the nursing curricula in graduate programs and suggest the direction of future nursing curricula. Thirty-two nursing curricula for a master's degree and fifteen curricula for a doctoral degree from general graduate programs, fifteen nursing curricula for a master's degree from fifteen educational graduate programs, eight nursing curricula for master degree from eight out of twelve public health graduate programs, three nursing curricula for a master's degree from three administrative graduate programs, and four nursing curricula for a master's degree from four clinical nursing graduate programs, were analyzed. Consequently, It was hard to find a clear difference between the educational goals and objectives, the subjects open in nursing curricula for a master's degree and those for a doctoral degree of graduate programs. The educational graduate programs, public health graduate programs, administrative graduate programs, and clinical nursing graduate programs, each program showed ittle diffrent in each educational goal and objective. However, because the various kinds of subjects open in each program were not based on the core curricula, the quality of the nursing curricula need to be evaluated and develope the curricula to difference are the goal and objective. Accordingly, future studies need to be focused on developing core nursing curricula reflecting the characteristics of each graduate program.

PURPOSE: To survey the present status of the gerontological nursing course at three year diploma programs, baccalaureate degree programs (BSN), and graduate programs in Korea, and to analyze the contents of the syllabus and gerontological nursing textbooks to provide the basic data in developing a standard model for gerontological nursing curriculum. METHOD: Data was collected from all the nursing programs in Korea from Nov. 2000 to Feb. 2001 by mail and fax. RESULT: The gerontological nursing courses has been offered 36 diploma program, 40 BSN, and 17 graduate programs. And the credits of the gerontological nursing course offered by the program were as follows : one credit (10 diploma and 8 BSN), two credits (22 diploma and 29 BSN), and three credits (1 BSN). The contents of curriculum were analyzed by comparing the core curriculum of NGNA. The majority of the schools included Gerontological Nursing in General, Theory of Aging, Aging Processes, Care Plan Options, and Common Health Problems. The subjects which very few school cover are Legal/ Ethical Issues, Evaluation, Regulatory & Reimbursement Issues, Education Issues, Nursing Research in Gerontology, and Environmental Issues of Older Adults. There were some differences in these results among diploma courses, BSNs, and graduate schools. The gerontological nursing textbooks contained similar contents to those of the diploma and the baccalaureate programs.

PURPOSE: The purpose of this study was to examine the effects of sensory stimulation on premature infants.
METHOD
Thirty three premature infants admitted to NICU of D University Hospital in C city were randomly assigned in two groups (Experimental group: 16, Control group:17). For the experimental group, tactile and kinesthetic stimulation developed by Dr. Field was applied 2 times a day for 10 days. Behavioral state was measured using the Anderson Behavioral State Scale (ABSS). Heart rate, respiration, and oxygen saturation were obtained for each infant before and after sensory stimulation. Hypothesis testing was done using the X2- test, student t-test, and repeated measures of ANOVA.
Result
Hypothesis 1: There was a significant difference in the daily body weight gain between experimental and control group (F= 40.77, p= .0001). Hypothesis 2: There was a significant difference in the frequency of 'inactive awake state' between two groups (X2= 39.778, p= .001). Hypothesis 3: There were significant differences in the mean of heart rate and O2 saturation between two groups (t= -2.174, p= .037; t= 3.080, p= .005). However, there was no significant difference in the mean of respiration rate between two groups (t= -1.966, p= .581).
CONCLUSION
The effectiveness of a sensory stimulation on weight gain and behavioral state in premature infants was supported. Further study is recommended to develop a sensory stimulation method as an independent nursing intervention for premature infant.

Major purposes of this study were to investigate the administration patterns of analgesics and sedatives in SICU and to identify the factors influencing the use of prn analgesics and sedatives by ICU nurses. The sample of this descriptive study was 50 adult patients in SICU and 53 ICU nurses. Patient's medical records were reviewed to investigate names, doses, the routes of administration, the interval of administration, and the type of prescription of sedatives and analgesics administered. Study medications were narcotics, hypnotics, and antipsychotics. To identify the factors influencing the use of prn analgesics and sedatives, 53 ICU nurses checked 9 items, and rank them from first to fifth. The selection of items was based on the previous studies and the experience of the investigator. The
results
of the study are as follows: 1. The mean age of the subjects was 53 years, 24 patients out of 50 subjects had received mechanical ventilation therapy. Most of the patients received neurosurgeries and abdominal surgeries. 2. For 4 days, 13 total study medications and combination of these were administered to the patients. Commonly prescribed drugs were Ketoprofen and Midazolam. Twenty six to fourty two percent of the patients did not receive any drugs for at least one day during the four days. 3. On the average, the study drugs were administerd 1.4 to 2.6 times per day during 4 days. 4. More than 50 percent of the prescription was as-needed (prn) except those of the POD 3. Fourteen percent of the patients did not have any prescription for sedation and pain control after surgery. 5. Examination of the frequency of sedatives and analgesics bolus administration revealed that a greater number of doses were given during daytime (from 7 am. to 7 pm.) than nighttime (from 7 pm. to 7 am.). The difference was significant at Alpha, .05. 6. First factor that most influenced nurses to administer sedatives and analgesics for intubated patients was the evaluation of patient's vital signs (51%). For non- intubated patients, the factors that nurses considered important were the patients' complaints of pain (64%) and evaluations of patients' vital signs (23%). In conclusion, the results of this study indicate that patients in SICU might not receive enough analgesics and sedatives to feel completely free from pain during the post operational period. Future study should be focused on the evaluation of the adequacy of current practice for pain and anxiety control in terms of the SICU patient's response.

Recently, there has been an increasing interchange between South Korea and North Korea. Accordingly, there has been active research to understand the society and culture of North Korea, it has been attempted to have comparative study about nursing education to increase understanding between South and North Korea. In the current educational system, 12 years of education is required for entering a nursing college or university in South Korea, but there are only 10 years for entering nursing college in North Korea. After finishing undergraduate studies one can enter graduate school for a masters degree and or a doctoral degree, but there is a longitudinal relation to medical education in North Korea. Regarding the number of nursing educational institutions, there are 50 BSN programs & 61 Diploma programs in South Korea and 11 Diploma programs in North Korea. In regards to curriculum, South Korea has diverse subjects for general education for freshmen, then is subjects to basic specialities sophomore year, and speciality subject and clinical practices from junior year corresponding to the student's intentions. North Korea has minor subjects for general education and basic specialities in freshmen, speciality subjects sophomore year, speciality subjects and clinical practice in the junior year that may not correspond with the student's intentions. The most outstanding difference in the curriculum is North Korea has various subjects for oriental medicine with clinical application. North Korea also does not teach computer science and English is at a very low level. In clinical practice, South Korea has various settings for clinical practice including community health institutions under the nursing professor or clinical instructor. However, North Korea has limited settings for clinical practice (general hospitals) under a doctor's instruction. Also both South and North Korea have a similar licensing system. Therefore, there must be many more studies regarding North Korea, especially in nursing and nursing education in order to decrease differences and confusion between the Koreas and to prepare for a future unification.

The purpose of this study was to develop a curriculum for the oriental clinical nurse specialist program based on the understanding of Korean human beings so as to develop nursing as a profession and promote the client's health. The design of this study was based on literature review and nominal group study. The research was managed by East-West Nursing Research Institute of nursing science college at Kyung Hee University. The research team was composed of 17 professors of nursing departments of oriental medical colleges. We obtained opinions from Oriental Nurses Association, Oriental Nursing Research Association, and professors in oriental medical college. We reviewed articles, curriculums of other clinical nurse specialist programs, medical laws and the curriculum development plan for the oriental clinical nurse specialist program from Korean Nurses Association. We discussed a curriculum thoroughly in numerous meetings. We developed a following curriculum: 1. Educational philosophy was founded on the oriental human view which was based on Chun-In union theory. It was founded on the oriental health view which recognized health being in harmony with nature and the balance of body function with the harmony of Yin-Yang in the five elements. In addition, it was founded on oriental nursing view to promote these health states. 2. Educational goals were to train oriental clinical nurse specialists, oriental nursing educators and oriental nursing researchers who developed knowledge of oriental nursing theory, nursing practice and created a leadership. 3. Curriculum consisted of 48 credits, of which 36 credits are based on lectures and laboratory classes and 12 credits are based on clinical practice. 36 credits consisted of 5 general subject credits and 31 core subject credits. General subjects consisted of nursing theory, nursing research, law and ethics. Students who had earned master's degrees are not required to take the general subjects. Core subjects consisted of 11 subjects such as advanced physical examination and laboratory, oriental nursing theory, original text of oriental nursing, oriental medical nursing, oriental pediatric nursing, oriental gynecologic nursing, oriental gerontologic nursing, oriental pharmacology, oriental constitutional nursing, advanced nursing of channels and acupuncture points and laboratory and oriental rehabilitation nursing and laboratory. In addition, clinical practice in a hospital ward, out patient department, herb prepation room, department of physical therapy and health promotion center in oriental medical hospitals for 12 weeks. To admit this program, students should complete prerequisites of introduction to oriental nursing and nursing of channels and acupuncture points. 4. Course contents of each subjects were developed to include the course's goal and objectives and specific items. 5. Evaluation involved lecture, laboratory and in field practice. We applied various evaluation systems and methods that were based on both knowledge and skills of the students to ensure full credibility and validity.

The purpose of this study was to verify the validity of the Patient Severity Classification Tool by examining the correlations between the APACHE III and the Patient Severity Classification Tool and to propose admission criteria to the ICU. The instruments used for this study were the APACHE III developed by Knaus and thePatient Severity Classification Tool developed by Korean Clinical Nurses Association. Data was collected from the 156 Medical ICU patients during their first 24 hours of admission at the Seoul National University Hospital by three trained Medical ICU nurses from April 20 to August 31 1999. Data were analyzed using the frequency, X2, Wilcoxon rank sum test, and Spearman rho. There was statistically significant correlations between the scores of the APACHE III and the Patient Severity Classification Tool. Mortality rate was increased as patients classification of severity in both the APACHE III and the Patient Severity Classification Tool scored higher. The Patient Severity Classification Tool was proved to be a valid and reliable tool, and a useful tool as one of the severity predicting factors, ICU admission criteria, information sharing between ICUs, quality evaluations of ICUs, and ICU nurse staffing. 1) This paper was awarded the first prize at the Seoul National Hospital Nursing Department Research Contest.

The purpose of this research was to uncover the expertise of ICU nursing in Korea, and to describe nurses' practice based on the degree of skill acquisition. A total of 18 ICU nurses participated in the study. The data was collected through individual in-depth interviews and it was managed using the NUDIST 4.0 software program. The data was analyzed using interpretive phenomenology suggested by Benner. Four properties of expertise of ICU nursing were identified. These are 1) concern and love toward patients; 2) knowledge; 3) skill, and 4) abilities in interpersonal relationships. And the characterisitcs of four levels of skill acquisition, that is advanced beginner, competent, proficient, and expert, were described with exemplars. The results of this study might help nurse researchers clarify and elaborate on the concept of expertise in ICU nursing, and enable them to understand how the process of skill acquisition occurs in the ICU setting. They might also help nurse managers establish educational goals for ICU nursing for student or novice nurses.

This study, was done to compare the nursing education systems of China and South Korea (Korea), then, on the basis of this comparison, to examine the direction of nursing education in China. The results the study are as follows: 1. Nursing education in Korea was influenced by social change, political policy, but as it was established, nurses in Korea, were able actively involved in presenting nursing education development proposals to the government, and in developing nursing education through their own efforts. Nursing education in China developed through the political policy of a socialist Country. During the period of modernization after 1977, a nursing education developed very quickly, In 1983, the first baccalaureate nursing education program was established and, in 1992, the first masters program was opened. 2. In Korea, there are two nursing education systems; diploma and baccalaureate, and there is only one entry level, high school graduation. In China today, on the other hand, there are three types of nursing education systems; technical, diploma, and baccalaureate, and they have middle school and high school graduation as the two levels of entry. 3. There are similarities between China and Korea in curriculums for nursing education which include the major nursing concepts. But in descriptions of the education objectives, China the emphasis is on training the 'expert' in clinical nursing which is not consistent with their educational philosophy. Korea differs from China in that the focus is on training for 'multiple ability' to be used in both clinical and community environments. 4. In Korea, the curriculum is organized with the theoretical and clinical experience combined. The curriculum is oriented to the life cycle and human developmental process. In China, however, the curriculum is organized so that after finishing the theoretical part of the curriculum, the students begin a one year intensive field experience in which the major clinical field is the hospital, and the focus is on disease oriented care and research ability. 5. In order for nurses to be proposed to address nursing education system needs follows : to change as The new nursing education system should be baccalaureate education in order to improve the education level in all nursing education programs, to develop doctoral programs, to open nurse specialist programs, and to develop a new curriculum based nursing philosophy and health delivery system change. New nursing curriculum for health care in China in the 21st century should be directed by a framework based on nursing philosophy, objectives and nursing content. In conclusion, the study will contribute China nursing education system revolution for policy develop and curriculum research. According to these results, in the future, nurses in China should be more actively involved in research and in a nursing education revolution, Also they should be involved in building information networks and in developing long term projects in nursing education.

The purpose of this research was to identify nursing interventions performed by MICU and SICU nurses. For data collection this study used the taxonomy of the Nursing Interventions Classification(NIC: 433 nursing interventions) which was modified by McCloskey and Bulecheck(1996). Each of the 433 interventions were identified as used by MICU and SICU nurses. More than 50% of the ICU nurses performed 280 nursing interventions at least monthly. Rarely used interventions included 26 nursing interventions in the childbearing care class. Overall, both MICU and SICU nurses used interventions in the Physicological : Complex domain most often on a daily basis and the interventions in the Family domain least often. The most frequently reported interventions as being used daily in the MICU were chest physioterapy, airway suctioning and coughing enhancement and, in the SICU, documentation and airway suctioning. There were significant differences between MICU and SICU nurses differences interventions childbearing care, cognitive therapy, communication enhancement, coping assistance, elimination management, lifespan care, health system mediation, immobility management, medication management, neurologic management, patient education psychological comfort promotion, physical comfort program, respiratory management, risk management and information management. The SICU nurses performed there interventions more frequently than the MICU nurses. These findings will help in building of a standardized language for the MICU and SICU and enhance the quality of nursing care.

The various and serious types of disaster occur everyday and everywhere on the earth. There is no doubt that it is very timely to discuss about the effectiveness and preparedness of disaster. The purpose of this study is to develop a curriculum on the disaster management through reviewing disaster concepts and the disaster management system. For the empirical relevance of the study, researchers participated in a couple or more disaster training program, reviewed references, and consulted to the experts working on action parts in the area. As a result, the 'Integrated Disaster Management System Model(IDMSM)' was designed, in which four dimensions were explained. Then the 'Disaster Curriculum Model(DCM)' was explored with its theoretical framework based on the system model. The developed curriculum is composed of four levels ; the introductory course, the fundamental course, the advanced course, and the expert course. From this DCM, basically the course-outlines of two subjects in the introductory course, 18 subjects in the fundamental course(5 of direct services, 13 of indirect services) were developed. Also each course-outline was explored by its course objective, learning objectives, contents, and its length. Finally to make the most of the results, suggestions are proposed. The governmental considerations on the policy should support the systematic and integrated educational program to practice, appointing [Disaster School] or [Disaster Training Center] of relevance and accountabilities. The further study should explore the higher levels of the DCM through interdisciplinary efforts, and develop the text materials. The further study should explore the higher levels of the DCM through interdisciplinary efforts, and develop the text materials.