Purpose: We not only developed a clinical practice program for the assessment and feedback vis-à-vis medical students’ medical records but also evaluated the effectiveness of this program via a self-assessment of medical students’ competence in writing medical records pre- and post-program. Methods: In 2022, 74 third-year medical students were divided into four groups and participated in a 2-week program. The students’ medical records were graded on a scale ranging from 1 to 3 daily, and the mean scores for 2 weeks were compared. Pre- and post-program, the students’ self-assessment survey was conducted. Results: The mean scores increased from 1.30 in the first week to 2.14 in the second week. The mean score of self-assessment showed significant improvements, increasing from 2.43 to 4.00 for medical record, 2.64 to 4.08 for write present illness, 2.08 to 3.89 for initial orders, 2.35 to 4.34 for signature, and 2.38 to 3.97 for consent (all p<0.001). Conclusion We found that providing students with real-time assessment and feedback on their medical records increased their skills and confidence in medical records writing.

Purpose: We not only developed a clinical practice program for the assessment and feedback vis-à-vis medical students’ medical records but also evaluated the effectiveness of this program via a self-assessment of medical students’ competence in writing medical records pre- and post-program. Methods: In 2022, 74 third-year medical students were divided into four groups and participated in a 2-week program. The students’ medical records were graded on a scale ranging from 1 to 3 daily, and the mean scores for 2 weeks were compared. Pre- and post-program, the students’ self-assessment survey was conducted. Results: The mean scores increased from 1.30 in the first week to 2.14 in the second week. The mean score of self-assessment showed significant improvements, increasing from 2.43 to 4.00 for medical record, 2.64 to 4.08 for write present illness, 2.08 to 3.89 for initial orders, 2.35 to 4.34 for signature, and 2.38 to 3.97 for consent (all p<0.001). Conclusion We found that providing students with real-time assessment and feedback on their medical records increased their skills and confidence in medical records writing.

Purpose: We not only developed a clinical practice program for the assessment and feedback vis-à-vis medical students’ medical records but also evaluated the effectiveness of this program via a self-assessment of medical students’ competence in writing medical records pre- and post-program. Methods: In 2022, 74 third-year medical students were divided into four groups and participated in a 2-week program. The students’ medical records were graded on a scale ranging from 1 to 3 daily, and the mean scores for 2 weeks were compared. Pre- and post-program, the students’ self-assessment survey was conducted. Results: The mean scores increased from 1.30 in the first week to 2.14 in the second week. The mean score of self-assessment showed significant improvements, increasing from 2.43 to 4.00 for medical record, 2.64 to 4.08 for write present illness, 2.08 to 3.89 for initial orders, 2.35 to 4.34 for signature, and 2.38 to 3.97 for consent (all p<0.001). Conclusion We found that providing students with real-time assessment and feedback on their medical records increased their skills and confidence in medical records writing.

Purpose: We not only developed a clinical practice program for the assessment and feedback vis-à-vis medical students’ medical records but also evaluated the effectiveness of this program via a self-assessment of medical students’ competence in writing medical records pre- and post-program. Methods: In 2022, 74 third-year medical students were divided into four groups and participated in a 2-week program. The students’ medical records were graded on a scale ranging from 1 to 3 daily, and the mean scores for 2 weeks were compared. Pre- and post-program, the students’ self-assessment survey was conducted. Results: The mean scores increased from 1.30 in the first week to 2.14 in the second week. The mean score of self-assessment showed significant improvements, increasing from 2.43 to 4.00 for medical record, 2.64 to 4.08 for write present illness, 2.08 to 3.89 for initial orders, 2.35 to 4.34 for signature, and 2.38 to 3.97 for consent (all p<0.001). Conclusion We found that providing students with real-time assessment and feedback on their medical records increased their skills and confidence in medical records writing.

PURPOSE: This study was conducted to identify the personality type, problematic drinking pattern, and stress coping style of the nasal bone fracture patients by comparing those with general fracture patients. METHODS: 50 nasal bone fracture patients due to violence and 50 general fracture patients due to simple trauma, such as fall and traffic accident were conveniently selected. RESULTS: The study results showed that nasal bone fracture patients due to violence significantly presented higher level of A type personality and more problematic drinking pattern than general fracture patients due to simple trauma. Stress coping style, however, did not show significant difference between two groups. CONCLUSION: In order to prepare prevention strategies for basal bone fracture in the future, health education alter problematic drinking habit to sound drinking pattern may be offered and provided nursing interventions tailored to A type personality.
Accidents, Traffic ; Adaptation, Psychological ; Drinking ; Fractures, Bone ; Health Education ; Humans ; Nasal Bone ; Type A Personality ; Violence

No abstract available.
Alcohol-Related Disorders/physiopathology ; Behavior, Addictive/*physiopathology ; Brain/physiopathology/radiography ; Humans ; Internet ; Magnetic Resonance Imaging ; Ventral Tegmental Area/metabolism

PURPOSE: The purposes of this study were to examine the relations among depression, life satisfaction and health promoting behavior, and to find factors related with health promoting behavior. METHODS: The subjects were 198 elderly people of over 65 living in K City and S City. Data were collected through a structured questionnaire and analyzed by SPSS/WIN 13.0. RESULTS: Health promoting behavior was significantly different according to religion, education level, living with family, previous job, pocket money, subjectively economic level, and leisure activities. Depression was significantly different according to education level, living with family, pocket money, economic level, and leisure activities. And life satisfaction was significantly different according to religion, living with family, and pocket money. The variables that affected the degree of health promoting behavior were depression, life satisfaction and living with family, and they represented 29.7% of health promoting behavior. CONCLUSION: The health promoting behavior of the subjects was better than average and, at the same time, the lower depression in the health promoting behavior was the higher life satisfaction was. Therefore, in order to decrease depression and to increase life satisfaction, the development of advanced health promoting programs will be helpful to lead health life for the elderly people.
Aged* ; Depression* ; Education ; Health Promotion ; Humans ; Leisure Activities ; Personal Satisfaction ; Surveys and Questionnaires

PURPOSE: The study was done to construct and test a structural model to explain primipara breastfeeding behavior. METHODS: The participants were 213 primiparas on postpartum wards. Data were analyzed using the PASW 18.0 and AMOS 19.0 programs. RESULTS: Fitness statistics for the hypothetical model were appropriate (chi2 =38.50, p=.070, GFI=.96, RMSEA=.05, AGFI=.93, NFI=.95, TLI=.97, CFI=.98, PNFI=.57, chi2/df=1.43). Breastfeeding behaviors were directly influenced by intention to breastfeed, perceived effectiveness of breastfeeding, and the amount of supplementary feeding. The amount of supplementary feeding had the largest direct impact on breastfeeding behavior. The largest total effect on breastfeeding behavior was intention to breastfeed. The environment of the maternity hospital indirectly influenced breastfeeding behavior. These factors explained 18.9% of variance in the primipara breastfeeding behavior. CONCLUSION: The results of the study indicate that in order to promote primipara breastfeeding the amount of supplementary feeding immediately after the birth should be limited and an environment that encourages exclusive breastfeeding in the hospital should be provided. The results also suggest it is necessary to provide nursing interventions that increase the intention to breastfeed and the perceived effectiveness of breastfeeding.
Adult ; Bottle Feeding ; Breast Feeding/*statistics & numerical data ; Female ; Humans ; Infant, Newborn ; Intention ; *Models, Structural ; Mothers/psychology ; Questionnaires ; Young Adult

PURPOSE: The purpose of this study was to develop and evaluate breastfeeding effectiveness scale to measure effectiveness of breastfeeding for mothers in the early postpartum period. METHODS: A conceptual framework was constructed from properties of effective breastfeeding (Yang and Seo, 2011), and item construction was derived from literature review and analysis of the data along with interviews with breastfeeding mothers. Content validity was tested by experts. Each item was scored on a five-point Likert scale. The preliminary questionnaire was administered to 248 breastfeeding mothers. Data were analyzed using item analysis, factor analysis, Pearson correlation coefficients, and Cronbach's α. RESULTS: From the factor analysis, 20 items in seven factors were derived. The factors were identified as mother's satisfaction, suckling, assurance of milk quantity, infant's satisfaction, latching on, infant's feeding desire, and breastfeeding positioning. The seven factors explained 65.1% of total variance, Cronbach's α of the total items was .83 and the factors ranged from .44 to .75. CONCLUSION: Results of this study suggest that breastfeeding effectiveness scale is a reliable and valid instrument to measure breastfeeding effectiveness of mothers in the early postpartum period.
Breast Feeding* ; Humans ; Milk ; Mothers ; Postpartum Period ; Weights and Measures

No abstract available.
Skin Neoplasms* ; Skin*