모자간호 실무의 표준

이자형 여성건강간호학회 1992 모자간호학회지 Vol.2 No.1

중학생의 학교부적응 영향요인 분석: 부산 지역 중학교 특성 및 정책 효과를 중심으로

이자형 한국교육행정학회 2017 한국교육행정학회 학술연구발표회논문집 Vol.2017 No.10

조산원 수습과정 지정의료기관의 실태 및 개선책을 위한 일 조사연구

이자형 이화여자대학교 간호과학대학 1981 이화간호학회지 Vol.- No.15

건강증진 2 : 연구 ; 논평 : 취업주부와 전업주부의 건강증진 생활방식 비교연구

이자형 연세대학교 김모임간호학연구소 1994 간호학탐구 Vol.3 No.1

N/A

유·소아를 위한 포괄적 간호가 그들의 병원생활 적응에 미치는 영향에 관한 연구

李滋衡 이화여자대학교 간호과학대학 1973 이화간호학회지 Vol.- No.7

The goal of modern nursing is to provide comprehensive nursing care to patients. If comprehensive nursing care to children(within the hospital setting) is to be provided, consideration of the stage of growth and development of the child is especially important. From clinical observation, it appeared that nurses often disregarded individual requirements of children in giving nursing care. Therefore, the purpose of this study is to show that comprehensive nursing care which is based on an understanding of the growth and development of the child contributes to both the child and the mother’s adaptability to the child’s hospitalization. Method: Sixty children, three to twelve year of age, hospitalized at the Yonsei University Pediatric Ward were studied. From April 1, 1973 to may 5, 1973, children admitted to the hospital were assigned to either an experimental or a compare groups. There were 30 children in each group. The sex and age of the children in each group was similar. In both groups were more male than female children. In the the experimental group, each mother stayed with her child continiously during his hospitalization. In the compare groups, the mother or some other member of the family stayed with the child. Each day on the child’s admission the investigator visited the ward from 1~2 P.M. to 9~10 P.M., in order to provide comprehensive care for the experimental group. The assistance given the nurses by the investigator was in the form of conferences regarding care and in giving direct care to the child and his mother. The compare group of children received nursing care as usually provided by the hospital. The instruments used to obtain the data for analysis were as follows: 1. The fear and anxiety reaction of the child was recorded by observation of the investigator for four areas: 1) separation from parent and relatives 2) reaction to Doctor and Nurse with white gowns 3) reaction to nursing care 4) reaction to injection and tests, etc. 2. Regression in area of eating, sleeping, and elimination were recorded by the investigator by questioning the mother and by observation. 3. Adaptability to the hospitalization was recorded by direct questioning of the children for areas of emotional and social adjustment. For children older than 3 years of age or children not seriously ill, using the simple IQ test this was possible for only 35 of the total 60 children. Resut: 1. 55 percents of the total 60 children had been prepared by their parents for hospitalization. The children who had received prior preparation accepted hospitalization more readily than those who had received no preparation. (x^2=4.6 p<05) 2. On admission 31.7 percent of the children expressed verbal fear of their disease or treatment. 25 percent felt that the disease was due to their mistake. 3. there was a significant difference in the reaction of the child to separation from the parent or relatives, between the two groups. Te experimental groups showed less anxiety due to separation than the compare group. In both groups there was less anxiety due to separation among (x^2=4.34 p<05) school age (6~12 years) children than among preschool age (3-5years) children. (x^2=9.22 p<05) 4. More than half of the children in both groups reacted with fear and avoidance to doctor and/or nurses wearing white gowns. (x^2=0.06 p>05) 5. The experimental group reacted more favorably to nursing in general than the compare group. (x^2=4.8 p<05) 6. There was no difference in the fear and refused reaction to special tests and/or such as X-rays and injections, etc. between the groups. (x^2=3.77 0.1>gt;0.05) 7. More children in the compare group showed regressive tendencies in eating, sleeping, and elimination habits than in experimental groups. (x^2=2.3 P>05 x^2=3.99 P<05 x^2=4.9 P<05) 8. There was a significant difference in the adaptability to hospitalization between the two groups. The experimental groups adapted more readily. (t=2 P>05) 9. For children who had higher I.Q.s. the adaptability to hospitalization was better regardless of the group. (x^2=5.03 P<05) however, because of the small number of cases (60), this finding cannot be extrapolated without further verification. The data demonstrates that there was a greater adaptability to hospitalization by the child when comprehensive nursing care was given. By planning care and applying knowledge of growth and development to meet, nurses are in a position to prevent some of the psychological trauma associated with hospitalization.

서술형 평가에 대한 인식이 시험스트레스 및 창의성에 미치는 영향에 관한 다층분석

이자형,이기혜 한국교육학회 2022 敎育學硏究 Vol.60 No.8

The purpose of this study was to examine the effects of elementary school students' perceptions of descriptive assessment in relation to test stress and creativity. To this end, a multilevel modeling analysis was conducted using data from the Busan Educational Longitudinal Study. The results of this study are as follows. First, the students’ perceptions of descriptive assessment highlighted in this study exerted a negative effect on the test stress of elementary school students and a positive effect on creativity. Second, it was found that the test stress of elementary school students was mainly affected by individual-level variables such as gender, previous academic achievement, academic efficacy, and learner-centered teaching methods in addition to students’ perceptions of descriptive assessment. Among school-level variables, the effect of school type (i.e., its purpose of establishment) was found to be statistically significant. Third, it was found that in addition to the perception of descriptive assessment, the creativity of elementary school students was affected by their parents' educational level, academic efficacy, discussion participation, learner-centered teaching methods, average monthly reading quantity, and average weekly newspaper reading time had a significant effect on the creativity of elementary school students. Among school-level variables, the type of school was found to affect the creativity of elementary school students. Finally, based on the above results, this study offers suggestions as to how descriptive assessment can contribute to reducing test stress and enhance creativity in elementary school students, which was the original purpose of the study. 본 연구는 최근 확대되고 있는 서술형 평가와 관련하여, 초등학생을 대상으로 서술형 평가에 대한 학생인식이 시험 스트레스와 창의성에 어떠한 영향을 미치는지 분석하고자 수행되었다. 이에 따라 본 연구는 부산시교육청에서 수집한 부산교육종단연구(Busan Educational Longitudinal Study: BELS) 초등학생 패널 데이터를 활용하여 다층모형 분석을 실시하였다. 분석결과 첫째 본 연구에서 주목한 서술형 평가에 대한 인식은 초등학생의 시험 스트레스에 부적인 효과를, 창의성에는 정적인 효과를 발휘하였다. 서술형 평가에 대하여 긍정적으로 인식할수록 시험 스트레스는 낮아지고, 창의성은 신장될 수 있음을 의미한다. 둘째, 초등학생의 시험 스트레스는 대부분 개인 수준 변수의 효과를 많이 받는 것으로 나타났는데, 서술형 평가에 대한 인식 외에도 성별, 이전 학업성취도, 학업효능감, 학습자중심 수업방식이 유의미한 효과를 발휘하였으며, 학교 수준 변수 중에는 설립 유형의 영향을 받는 것으로 확인되었다. 셋째, 초등학생의 창의성에는 개인 수준의 변수 중 서술형 평가에 대한 인식 외에 부모의 교육수준, 학업효능감, 토론참여도, 학습자중심 수업방식, 월 평균 독서량 및 주 평균 신문읽기 시간 등이 유의미한 영향을 미치는 것으로 나타났고, 학교 수준 변수 가운데 학교의 설립유형이 영향을 미치는 것으로 밝혀졌다. 이상의 연구결과를 토대로 서술형 평가방식이 학생들의 시험 스트레스 경감 및 창의성 신장과 같은 본연의 목적에 부합하여 교육현장에 순조롭게 안착될 수 있는 방향을 제언하였다.

母兒의 早期接觸이 母의 愛着行爲에 미치는 影響에 관한 硏究

李滋衡,金眞香 梨花女子大學校 韓國生活科學硏究院 1981 韓國生活科學硏究院 論叢 Vol.28 No.-

모아의 조기 접촉이 어머니의 애착행위에 미치는 영향을 알아보기 위해 분만후 부터 퇴원시 까지 신생아와 육체적 접촉이 없었던 산모와 분만후 24시간내에 의도적으로 첫접촉을 시도한후 퇴원시 재접촉한 산모사이에 신생아에 대한 애착행위의 양상을 확인하였다. 1. 동일시 행동에서는 아기상태와 상태의 변화에 대해 재접촉한 산모의 반응이 높았다(P<0.01). 2. 상호작용의 양상은 시각적 접촉과 피부 접촉시 재접촉한 산모에게서 보다 진전된 반응이 나타났다(P<0.01). 3. 돌보는 행동은 재접촉한 산모들이 신생아의 요구를 확인할 수 있고, 퇴원을 위한 준비가 잘되어 있었다(P<0.01). The purpose of this study was to investigate the significance of maternal infant attachment with an emphasis upon the physical contact between a other and an infant during 24 hours of the postpartum period. Interest in this early postpartal experience was stemmed from our experience as a nurse with the newly delivered mothers and their infants. The usual postpartal care routine requires that the mother be separated from her infant. Early physical contact might have different effects between the two groups of mothers in the following three areas: 1. Identifying behaviors: Verbal statements about the infant's condition amd awareness of the changes (P<0.01). 2. Modalities of the interaction: Stimulation of the infant to open eyes (P<0.01). and fingertip touch, palm touch and touches of the baby's body(P<0.01). 3. Caretaking behaviors: Recognition of the infant's needs (P<0.05) and preparation for the infant's discharge (P<0.01).

Rearing Behavior and Rearing Stress of Fathers with Children of Preschool and School Age

이자형,이혜영,박영애 한국간호과학회 2004 Journal of Korean Academy of Nursing Vol.34 No.7

Purpose. This study was conducted to compare the paternal rearing behavior and rearing stress level between fathers with a preschooler and fathers with school children so that it can be utilized as a basic source for developing parental rearing education programs. Methods. A descriptive comparative method was conducted to identify the paternal rearing behavior and paternal rearing stress. Respondents were 361 fathers who had either preschoolers (n=189) or children of elementary age (n=172). Results. Comparing the two group’s means, the rearing activity score and rearing stress there were significant differences. In the school children’s group’s father, ‘outdoor activity’ and ‘guidance on discipline activity’ were significantly higher than the other group. In the preschool children’s fathers group, ‘play interaction activity’ was statistically significant higher than the other, and the child-part mean score of paternal rearing stress was significantly higher than the other group. The correlation between paternal rearing behavior and paternal rearing stress, indicates that more paternal rearing behavior means less paternal rearing stress. Conclusion. These results of this study will help design more effective rearing programs for fathers that have either preschool children or school children by providing the basic data for paternal rearing behaviors and paternal rearing stress.

신생아의 건강사정

이자형 대한간호협회 1984 대한간호 Vol.23 No.5

초산모를 위한 육아 교육이 어머니의 신생아 양육행동과 어머니 역할에 대한 자신감에 미치는 효과

이자형 여성건강간호학회 1998 여성건강간호학회지 Vol.4 No.3

The postpartum is a period of transition to motherhood where a childless woman transforms into a woman with children. Parents, especially mothers must perform an essential role of implementing instrumental and emotional care behaviors on part of the helpless, dependent, and immature infant. First-time mothers, however, suddenly face the responsibility of round the clock duty without neither parenting training during pregnancy, nor a time to gradually adapt to growing responsibilities after birth, with confusion and frustration as a result. Thus, after providing first-time mothers with childcare education as maternal role preparation, this study will try to examine its effects on childcare behaviors and confidence in maternal role during the early postpartum period. This quasi-experimental study using a nonequivalent control group non-synchronized design, was carried out from March 1995 to May 1996 to verify the effects of a childcare education program with first-time mothers who had vaginal delivery in Ewha University Hospital, Seoul, Korea, and collected data from 60 subjects who consented to the study. The education was given in the early postpartum period(48-72 hours after delivery) and to measure its effects, a posttest was done 4 weeks later with the results analyzed by SPSS shown in the following : 1. The childcare behavior score of the experimental group that had received the newborn care education was higher than the control group(t=3.5, P=.001). 2. The control group and the experimental group which had received the education showed no difference in degree of confidence in maternal role. 3. The higher the childcare behavior score, the higher the degree of confidence in maternal role was among the subjects(r=.56, P=.001). The preceding results are significant in that childcare practices can be promoted by providing child-care education to first-time mothers in the early postpartum period. Thus, this education can be used as a nursing intervention strategy in the early postpartum period.