Need for Sex Education in Middle School Students / 여성건강간호학회지

The purpose of this study was to identify the need for sex education in middle school students. Research subjects were 194 students who attended at 1 seminary in B city. The period of data collection was from July to August, 2001. Research instrument was composed of 61 structured items : 17 items related to demographics and sex, 44 items related to the need of sex education. Data were collected through the self-report method by the researcher and one trained assistant. The instrument developed by the researchers was employed to measure the need of sex education and it's Cronbach's alpha = 0.9349 in this research. Data were analyzed by frequency, percentage factor analysis and t-test using SPSS WIN Program. The findings of this study are summarized as follows: 1. The highest score among characteristics of sex was 'less interest about sex(42.6%)', 39.0% of subjects got information about sex from friends or elders. 52.3% of subjects consulted friends or elders about sex problems. The number of sex education lessons was 1-2 times in school during last semester(61.0%). Education by the school nurse was 35.9% to students. 43.1% of subjects announced moderate satisfaction on sex education. 2. The mean score of the need for sex education was 2.88+/-0.47(lowest value 1, highest 4). The most wanted sex education factor was 'chastity and sexual responsibility(3.33+/-0.67)' and followed by 'family and marriage(3.26+/-0.62)' and 'considerations of sex(3.07+/-0.69)'. Meanwhile, the lowest wanted sex education factor is 'physiological characteristics of male (2.47+/-0. 72)', followed by 'sexual behavior (2.49+/-0.75)'. The most wanted sex education item was 'the meaning of family(3.54+/-0.75)' and followed by 'the cautions to prevention from sexual abuse (3.49+/-0.78)' and sexual activity and responsibility(3.43+/-0.77)'. Meanwhile, the lowest wanted sex education item is 'masturbation(2.16+/-0.97)', followed by 'circumcision(2.32+/-0.97)'. 3. There is no significant difference between boys and girls in mean score about the need for sex education(t=- .715, p= .476). Sex education factor that girl-students wanted was 'physiological caracteristics of female'. Sex education factor that boy-students wanted was 'family and marriage'. Sex education items that girl-students wanted were 'cautions during menstruation', 'the relation of ovulation and pregnancy', 'caution to prevention from sexual abuse' and 'sexual behavior and responsibility'. Sex education items that boy-students wanted were 'the meaning of family', 'the importance of marriage', 'male's sex organs', 'a wet dream', 'the method to resolve sexual curiosity', 'sexual intercourse' and 'the connection with the other sex'. In conclusion, the mean score of the need for sex education is medium. The route to attain knowledge about sex and sexual problem is through consulting friends and elders. Therefore, it is necessary to give sex education that is suitable to the subject's needs and methods. Also, it is necessary to give differently strong point about sex education between female and male students.

Effect of Antenatal Education on Pregnant Women / 여성건강간호학회지

This study was conducted to assess the knowledge and educational need of pregnant women relating to antepartum, delivery, puerperium period and to identify the variables which influenced their knowledge and educational need. The study subjects were 77 antepartum women who had antenatal educations and 106 antepartum women who did not have antenatal education. Number of total antepartum women were 183. Data were collected from women who visited for antenatal care at general hospitals and public health centers in Pusan and Kyungnam area using qestionnaires from Feb. 1. 1998 to Apr. 20. 1998. SAS/PC program was used for data analysis. ; Chi-square test, t-test, Pearson's Correlation Coefficient, ANOVA(Duncan procedure) and MANOVA. The results of this study were as follows: 1. Relating to the antepartum period between two groups, the knowledge about the number of antenatal care was low, relating to labor the knowledge about the time fix the fetal position and relating to postpartum, the knowledge about the change of blood pressure and body temperature was low. 2. The comparision means of knowledge were adjusted by social demographic characteristics related to knowledge. There were statistically significant differences in total mean score of knowledge about pregnancy, delivery and postpartum between two groups. In full marks 19, the mean scores of the educational group and non-educational group were 13.08 and 11.74 respectively (P=.000). In resultly, there are statistically significant differences between two groups. The effectiveness of antenatal education group was very high and showed its importance. 3. The comparision means of educational need were adjusted by social demographic characteristics related to educational need. The mean scores of educational need were statistically significantly different in pregnancy, delivery and puerperium period. 4. There were positive correlations between the knowledge and educational level, duration of marriage and total numbers of pregnancy. There were negative correlation between the educational need and age, educational level, duration of marriage and total number of pregnancy. The above results showed the effects of antenatal education.

The Relationship between Job Stress and Nursing Performance of Emergency Room Nurses / 성인간호학회지

The purpose of this study was to assess how job stiess affects the nursing performance of emergerncy room nurses. Data were collected from 210 emergency room nurses at 20 general hospitals, with more than 200 beds, in Pusan, Taegu and Kungbuk province, between October 5 and October 15, 1998. The instruments used for this study were the job stress scale which was developed by Mae Ja, Kim and Mi Ok, Gu(1984), and nursing performance of nurses scale developed by Kwi Ae, Chung(1989). Data Analysis was done using t-test, ANOVA, Tukey test, and Pearson Correlation. The results were as follows : 1. The highest rank of job stress items, emergency room nursing were as follows with lessening order when physicians delegate their clinical responsibilities to nurses(M=3.12+/-0.69). The most stressed factor among the nursing works was reported as night duty(M =2.99+/-0.87). 2. The mean score of nursing performance items, to prevent patient from falling or other injury(M = 3.69+/-0.50). 3. Our study reveals that there was statistically significant negative correlation relationship between stress level and emergency room nursing performance(r= -0.14, p=0.0454), in other words, the more stress the nurses experienced, the weaker their nursing performance became. Two factors, heavy work load(r=0.30, p=0.0001), and poor compensation(r =0.15, p =0.031). were negativly related to nursing performance. 4. The study revealed that the group with monthly income experienced less stress(F=2.71, p= 0.0461). Also, the degree of stress was significantly lower in the group with work experience (F=3.01, p=0.0313). Stress varied according to position superintendent nurse showed a lower level of stress than lay nurses and change nurses (F=2.93, p=0.0349). 5. There was significant difference in the degree of nursing perfnrm~nre according to religion (F= 3.97, p=0.0088). In conclusion, there was statistically significant negative correlations between job stress and nursing performance, so there is need for special consideration in nursing administration in terms of reducing the job stress in emergency nursing. Suggestions based on this study as follows. 1. Further study is necessary to examine variables that influence job stress and nursing performance. 2. The expem~ntaI study is needed for an effectiveness of systerrntic and in-lividual effort in order to reduce or manage nurses'stress in the emergency room.