For most parents their child's illness and hos-pitalization is strssful. Internal stress and over anxiousness leads to uncertainty. Parents have a variety of ways of coping when faced with such stress factors, especialy when the child has cancer. The purpose of this study was to examine the relationship between uncertainty in illness and mastery and coping styles in parents of pediatric cancer patients, and further to identify differences between three groups of subjects. A cross-sectional descriptive correlational design was used in this study to investigate the relationship among the three groups. The sample was composed of 59 parents of children with cancer in pediatric wards in three hospitals in Seoul: 21 in Group A, with a child newly diagnosed with cancer: 25 in Group B, with a child under treatment and rehospitalized with a relapse: and 13 in Group C, with a child with a terminal cancer. A formalized questionnaire which included demograpic information and consisted of 75 items was used in this study: The Parent Perception of Uncertainty Scale (PPUS) adapted form Mishel's Uncertainty in Illness Scale, Pearlin and Schooler's Mastery Scale(MS) and Folkman and Lazarus's Ways of Coping Checklist (WCC) were used to measure the variables; uncertainty in illness, mas tery, and coping styles. A pretest was conducted on the questionnaire items for reliability. The results gathered were analyzed using SPSS/PC+. Data analysis included descriptive correltional statistics such as ANOVA, Pearson Correlation Coefficient, amd chi square test. The conclusions of this analysis are summarized as follows: 1. A higher level of uncertainty was seen among parents of children with terminal cancer. 2. The first hypothesis that uncertainty in illness would differ among the three groups was supported (F=4.182, P=.020). The second and third hypotheses that mastery and coping styles would differ among the three groups were not supported. There was a correlation between uncertainty, mastery, and coping styles which was positive, also there was a positive correlation between mastery and coping style(r=.3744, p<.001) but a negative correlation between uncertainty and mastery (r= ? 4749, p<.01). From the above results, it can be concluded taht prediciting and controlling uncertainty in illness by considering coping styles and mastery are necessary for improved, efficient nursing interventions.

The purpose of this study was to develop, through the integration of instructional theory, a Courseware and to investigate the effectiveness of a web-based computer assisted instruction(WBI) program for preventing drug abuse, a serious problem for youth problem. During the first stage of this study done "Drug Abuse Prevention" Courseware was developed based on, Gagn & Brigg's instructional design theory, Keller's ARCS theory and the CAI model of Hannafin & Peck. For the second stage, the courseware was used to provide education for students adolescents in drug abuse prevention. This study used an quasi-experimental, one-group pretest-posttest design with a convenience sample of 36 male high school students who were at one high school located in Seoul. Data were collected using self-reported questionnaires which included a learning achievement tool, the Keller's IMMS (Instructional Material Motivation Survey), on attitudes to drug use, and on responses to the WBI instruction. Prior to the experiment, the "drug abuse prevention" learning method and the procedures of the study were explained to the students, and then the learning achievement of the subjects was measured as a pretest. The students were then given 2 weeks WBI utilizing the courseware. A post-test which included the pre-test learning achievement questionnaire and a survey of learning motivation and attitudes toward drug were given two weeks after the education was completed. The data analysis was done using SPSS/PC. Paired t-test was used to analyze the differences between the pre-test and post-test scores for learning achievement. The results of the analysis are as follows: There were significant differences in learning achievement between the pre-test and post-test(t=-18.62, p=0.000). The hypothesis, that learning achievement will be higher, after the class has used the courseware, than before was supported. The scores for learning motivation and attitudes toward drugs were also higher than the results of existing studies. In conclusion, this study suggests that WBI is an effective learning method in the prevention of drug abuse for adolescents as it can be used for self-learning and repeated learning as assisted instruction. Recommendation would be given that further research needs to be develped in the courseware by cognitive learning style and by multimedia courseware and virtual reality system.