The purpose of this study was to determine whether or not the delivery of health services effects the health knowledge of the recepients of that service. It was hypothesized that the practical application of theory, though health services rendered by public health nursing students during their field experiences, would have a positive relationship with the quantity and quality of health knowledge of the female population of a given community. In April 1970, ninety five women(between an age 15-49) from Koyang-Gun were interviewed regarding their knowledge and attitudes in four areas of health; maternal health, child hsalth, family planning and tuberculosis prevention. After 1 1/2 years(Nov. 1971), during which time the women received home visits by student nurses, the women were again interviewed using the original questionnaire. Additionally, they were asked where they had received information about each question. During the 1 1/2 year period the visits were made by a total of 112 students. They visited the community twice a week. The result were as follows: Maternal health There was marked improvement in the knowledge of specific aspects of maternal health such as the proper instruments needed for cutting the cord and nutritional precaution of pregnancy (p<0. 05). In each case 42. 0 percent of more of this knowledge was attributed to information gained from the nursing students. However even after the nursing students' visits, the knowledge of other general areas of maternal remained poor. Child health There were increases in the knowledge of the respondents for the time to supplement breast feeding and for time to wean infants (p<0. 05). In each case 35. 0 percent or more of this information was attributed to the student. The increase in knowledge regarding types of immunization was more often attributed to the clinic nurse than to the nursing students. Knowledge of the necessity of booster immunization was poor both before and after the visits by the nursing students. Family planning There were significant increases in correct information regarding the time of I.U.D. insertion (p<0.05) and method of taking the oral pill (p<0.05). More than 42.0 percent of the increase was attributed to the nursing students' visits. However there was a slight decrease in correct information about concept of family planning. Tuberculosis There was a general lack of improvement in all areas concerned with tuberculosis. Two thirds of the respondents felt tuberculosis was hereditary and did not know what B.C.G. was. From this study, it could be concluded that in specific area the health knowledge cf the female population studied was positively effected by the visits of the nursing students. The study also, suggests, however, that there was a marked uneveness in the overall increase in health knowledge.This raises serious questions which require further research. Suggested areas for further research are (1) Adequacy of the course content preparing nurses for the field experience. (2) A public health nursing manual for student reference. (3) Where and when specific aspects of health can be taught most effectively.

In order to prepare for the coming twenty first Century and to meet changing societal dedmands and health needs, it is necessary to develop a new conceptual framework for curriculum the colleges of nursing. The specific objectives of this project were to; 1) address the problem areas of the existing curriculum which were identified in the first phase of this study; 2) develop a conceptual framework which will meet faculty, student and societal needs; and 3) identify the content of the curriculum. In order to accomplish the objectives, the curriculum committee held 30 weekly meetings during the period of October, 1992 and December, 1993, There also were two workshops with college of nursing faculty members. The Philosophy and objectives of education were revised on the basis of the essential concepts of nursing; human being, nursing, environment, and health. From these basic concepts, six essential components were identified for the conceptual framework. These were nuring process, communication, professional roles, client, and nursing. These six components are interrelated in the curriculum. The complex interrelationship among the six components were presented on horizontal and vertical axes. Concepts related to steady improvement were put on a vertical axis. For example, concepts of client, health, and nursing are included in all levels of nursing curriculum and students are expected to retain and accumulate more complex contents as they progress in curriculum. Concepts on the horizontal axis are nursing process, communication, and professional roles. These concepts are unique to nursing and are common to any level of curriculum. Students are expected to study these concepts through all levels of the curriculum. It is expected that the objectives of the college of nursing will be accomplished when the courses and content of the curriculum are based on this conceptual fremework.

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.