This study developed a web-based wound care course for undergraduate nursing students and evaluated the course's content, system, and student-satisfaction.

This study was done in three stages, the development of the web-based wound care course, the implementation and evaluation of the course. The course was developed based on the ARCS model. 80 undergraduate nursing students to Y University in Korea used the web-based wound care program during four weeks. After that, they completed questionnaires, evaluating the contents, system, and their satisfaction.

Eighteen learning objectives were used to create the web-based wound care course and the course was developed with 7 chapters and 20 subsections. The analysis of the questionnaires showed a mean score for content and system-related items of 3.04 each, out of a possible 4 points. Student satisfaction items had a mean score of 2.89.

The web-based course allowed students access to the course anytime and anywhere, and according to their own learning abilities. However this advantage would only be possible when nurse educators develop qualitative web-based course to meet the demand of a complex health care system as well as the needs of the students and the effectively incorporate it into traditional lectures.

This study was conducted to identify health problems and support received from the health and welfare service using MDS-HC(Minimun Data Set for Home Care) in the aged living at home.

Eighty-one elderly persons were selected from those listed in community-welfare service centers in Seoul and Kyunggi Province between December 2002 and January 2003.

Eleven health problems per elderly person on average were identified, and the frequent care needs were in order: preventive health measure, health promotion, visual function, depression & anxiety, communication disorders, social function, pain, environmental assessment, oral health, cognition and falls. The number of health problems by the level of ADL was ‘ ADL 1(Independence)’ 9.87, ‘ ADL 2(Partial independence)’ 12.78, ‘ ADL 3(Dependence)’ 13.73. Utilization of formal health & welfare services among the elderly was ‘ meals on wheels’ 40.7%, ‘ home helper’ 38.2%, ‘ visiting of social welfare worker’ 21.0%, ‘ physical therapy’ 19.6%, ‘ day care center’ 12.3%, ‘ volunteer's service’ 9.9%, ‘ home visiting care’ 3.7%, ‘ occupational therapy’ 3.7%, and ‘ speech therapy’ 2.5%.

The results suggest that using the MDS-HC 2.0 is applicable to help decide criteria for both health and welfare service supplied to the elderly.

The purpose of this study was to explore the link between health and welfare service and barrier's factors by reviewing the connection between the public health center's visiting nurse and social welfare center's social workers

A survey by mail or a face-to-face interview of 151 visiting nurses in 25 public health centers and 48 social welfare workers in general social welfare centers in Seoul, was preformed from Feb. 12, 2001 to Mar. 15, 2001. The data were analyzed with frequency, percentage, mean value, paired t-test and independent t-test using SPSS/WIN 7.5 program.

1. ‘ The necessity and degree of cooperation with social welfare workers of visiting nurse’ scored average 4.49 and 3.19, and ‘ The necessity and degree of cooperation with visiting nurse and social welfare workers’ scored average 4.81 and 3.15 on the five-point scale ; there was a significant difference between the two variable in visiting nurse and social welfare workers. 2. In barrier's factors which health and welfare service offer to, visiting nurses showed statistically significant higher score than social welfare staff ; ‘ job factor’, ‘ resource factor’, ‘ clients factor’, ‘ individual ability factor’

In order to provide link system that hold clients in common in public health center and social welfare center, it is recommended a case management team should be constructed and educate visiting nurses for case manager.

The purpose of this study was to develop a vital signs e-book for undergraduate student nurses and evaluate the content, system and student satisfaction.

This study was done in three stages, the development of a vital signs e-book, implementation and evaluation. The subjects were 73 undergraduate student nurses in Y university.

Thirty one learning objectives were used to create the contents. A set of 5 chapters and 18 subsections were defined after validation from nurse educators. The e-book is available at http://123.134.207.23/ebook/vitalsigns. Analysis of the questionnaires showed a mean score for content, system and students satisfaction of 3.17 ± .73, 3.11 ± .79, and 2.96 ± .74 respectively out of a possible 4 points.

Nurse educators should provide quality and effective web-based courses that meet undergraduate student nurses' learning needs and they should incorporate web-based learning into traditional teaching to meet the demands of nursing education.