Purpose: We aimed to evaluate effects of a school-based health education for cardiovascular disease (CVD) prevention among high school girls. Methods: Non-randomized cluster trial was conducted by recruiting two female high schools located in Seoul and allocating one school as a cluster to an experimental group and the other school as the other cluster to a control group. Participants were 169 first-year female high school students in two clusters. Of the participants, 84 were recruited in the experimental group and 85 in the control group. An intervention was an eight-week "School-based Health Education for CVD prevention". The experimental group received the intervention, while the control group received a CVD prevention handout. Measures were knowledge, self-efficacy, and health behaviors for CVD prevention. The pre-test and post-test were conducted. Results: The experimental group participating in "School-Based Health Education for CVD Prevention" had significantly higher changes in knowledge, self-efficacy scores to prevent CVD, and health behaviors than the control group over eight weeks. Conclusions The "School-based Health Education for CVD Prevention" program may improve high school students' knowledge and self-efficacy as determinants of health behaviors as well as health behaviors to prevent cardiovascular disease.

Purpose: We aimed to evaluate effects of a school-based health education for cardiovascular disease (CVD) prevention among high school girls. Methods: Non-randomized cluster trial was conducted by recruiting two female high schools located in Seoul and allocating one school as a cluster to an experimental group and the other school as the other cluster to a control group. Participants were 169 first-year female high school students in two clusters. Of the participants, 84 were recruited in the experimental group and 85 in the control group. An intervention was an eight-week "School-based Health Education for CVD prevention". The experimental group received the intervention, while the control group received a CVD prevention handout. Measures were knowledge, self-efficacy, and health behaviors for CVD prevention. The pre-test and post-test were conducted. Results: The experimental group participating in "School-Based Health Education for CVD Prevention" had significantly higher changes in knowledge, self-efficacy scores to prevent CVD, and health behaviors than the control group over eight weeks. Conclusions The "School-based Health Education for CVD Prevention" program may improve high school students' knowledge and self-efficacy as determinants of health behaviors as well as health behaviors to prevent cardiovascular disease.

Purpose: We aimed to evaluate effects of a school-based health education for cardiovascular disease (CVD) prevention among high school girls. Methods: Non-randomized cluster trial was conducted by recruiting two female high schools located in Seoul and allocating one school as a cluster to an experimental group and the other school as the other cluster to a control group. Participants were 169 first-year female high school students in two clusters. Of the participants, 84 were recruited in the experimental group and 85 in the control group. An intervention was an eight-week "School-based Health Education for CVD prevention". The experimental group received the intervention, while the control group received a CVD prevention handout. Measures were knowledge, self-efficacy, and health behaviors for CVD prevention. The pre-test and post-test were conducted. Results: The experimental group participating in "School-Based Health Education for CVD Prevention" had significantly higher changes in knowledge, self-efficacy scores to prevent CVD, and health behaviors than the control group over eight weeks. Conclusions The "School-based Health Education for CVD Prevention" program may improve high school students' knowledge and self-efficacy as determinants of health behaviors as well as health behaviors to prevent cardiovascular disease.

Purpose: We aimed to evaluate effects of a school-based health education for cardiovascular disease (CVD) prevention among high school girls. Methods: Non-randomized cluster trial was conducted by recruiting two female high schools located in Seoul and allocating one school as a cluster to an experimental group and the other school as the other cluster to a control group. Participants were 169 first-year female high school students in two clusters. Of the participants, 84 were recruited in the experimental group and 85 in the control group. An intervention was an eight-week "School-based Health Education for CVD prevention". The experimental group received the intervention, while the control group received a CVD prevention handout. Measures were knowledge, self-efficacy, and health behaviors for CVD prevention. The pre-test and post-test were conducted. Results: The experimental group participating in "School-Based Health Education for CVD Prevention" had significantly higher changes in knowledge, self-efficacy scores to prevent CVD, and health behaviors than the control group over eight weeks. Conclusions The "School-based Health Education for CVD Prevention" program may improve high school students' knowledge and self-efficacy as determinants of health behaviors as well as health behaviors to prevent cardiovascular disease.

Purpose: We aimed to evaluate effects of a school-based health education for cardiovascular disease (CVD) prevention among high school girls. Methods: Non-randomized cluster trial was conducted by recruiting two female high schools located in Seoul and allocating one school as a cluster to an experimental group and the other school as the other cluster to a control group. Participants were 169 first-year female high school students in two clusters. Of the participants, 84 were recruited in the experimental group and 85 in the control group. An intervention was an eight-week "School-based Health Education for CVD prevention". The experimental group received the intervention, while the control group received a CVD prevention handout. Measures were knowledge, self-efficacy, and health behaviors for CVD prevention. The pre-test and post-test were conducted. Results: The experimental group participating in "School-Based Health Education for CVD Prevention" had significantly higher changes in knowledge, self-efficacy scores to prevent CVD, and health behaviors than the control group over eight weeks. Conclusions The "School-based Health Education for CVD Prevention" program may improve high school students' knowledge and self-efficacy as determinants of health behaviors as well as health behaviors to prevent cardiovascular disease.

Background: University students have been known as having a higher rate of problem drinking than the general population in South Korea. In particular, the university freshmen may experience problem drinking from increased occasions of frequent social gatherings at the first school year as they have increased time to freely use compared to the high school days. Problem drinking among university freshmen may be influenced by multiple factors. The present study aimed to examine the prevalence of problem drinking and to identify individualand family-level factors associated with university freshmen's problem drinking. Methods: A cross-sectional, correlation study was conducted. Participants were 227 university freshmen (70 men and 157 women) under the parenting of mother and father from 10 universities in Seoul. The problem drinking was evaluated by using the Alcohol Use Disorder Identification Test. Alcohol Abstinence Self-Efficacy Scale and Parental Authority Questionnaire for parenting behaviors were used. Results: The prevalence of problem drinking was 58.6% among university freshmen. An individual-level factor of alcohol abstinence self-efficacy was significantly associated with the prevalence of problem drinking (odds ratio, 0.94; 95% confidence interval, 0.91-0.96) among university freshmen. However, any of family-level factors including types of parenting behaviors were not significantly associated with the prevalence of problem drinking. Conclusions Alcohol abstinence self-efficacy may be a strong protective factor against university freshmen's problem drinking. University-based alcohol abstinence programs should comprise of nursing strategies including the enhancement of abstinence self-efficacy at the first school year.

Background: University students have been known as having a higher rate of problem drinking than the general population in South Korea. In particular, the university freshmen may experience problem drinking from increased occasions of frequent social gatherings at the first school year as they have increased time to freely use compared to the high school days. Problem drinking among university freshmen may be influenced by multiple factors. The present study aimed to examine the prevalence of problem drinking and to identify individualand family-level factors associated with university freshmen's problem drinking. Methods: A cross-sectional, correlation study was conducted. Participants were 227 university freshmen (70 men and 157 women) under the parenting of mother and father from 10 universities in Seoul. The problem drinking was evaluated by using the Alcohol Use Disorder Identification Test. Alcohol Abstinence Self-Efficacy Scale and Parental Authority Questionnaire for parenting behaviors were used. Results: The prevalence of problem drinking was 58.6% among university freshmen. An individual-level factor of alcohol abstinence self-efficacy was significantly associated with the prevalence of problem drinking (odds ratio, 0.94; 95% confidence interval, 0.91-0.96) among university freshmen. However, any of family-level factors including types of parenting behaviors were not significantly associated with the prevalence of problem drinking. Conclusions Alcohol abstinence self-efficacy may be a strong protective factor against university freshmen's problem drinking. University-based alcohol abstinence programs should comprise of nursing strategies including the enhancement of abstinence self-efficacy at the first school year.

Purpose: DNA damage and repair responses are induced by metabolic diseases and environmental stress. The balance of DNA repair response and the antioxidant system play a role in modulating the entire body’s health. This study uses a high-fat and high-calorie (HFC) drink to examine the new roles of a plant-based multivitamin/mineral supplement with phytonutrients (PMP) for regulating the antioxidant system and cellular DNA repair signaling in the body resulting from metabolic stress. Methods: In a double-blind, randomized, parallel-arm, and placebo-controlled trial, healthy adults received a capsule containing either a PMP supplement (n = 12) or a placebo control (n = 12) for 8 weeks. Fasting blood samples were collected at 0, 1, and 3 hours after consuming a HFC drink (900 kcal). The blood samples were analyzed for the following oxidative stress makers: areas under the curve reactive oxygen species (ROS) levels, plasma malondialdehyde (MDA), erythrocytes MDA, urinary MDA, oxidized low-density lipoprotein, and the glutathione:oxidized glutathione ratio at the time points. We further examined the related protein levels of DNA repair signaling (pCHK1 (Serine 345), p-P53 (Serine 15), and γH2AX expression) in the plasma of subjects to evaluate the time-dependent effects of a HFC drink. Results: In a previous study, we showed that PMP supplementation for eight weeks reduces the ROS and endogenous DNA damage in human blood plasma. Results of the current study further show that PMP supplementation is significantly correlated with antioxidant defense. Compared to the placebo samples, the blood plasma obtained after PMP supplementation showed enhanced DNA damage response genes such as pCHK1(Serine 345) (a transducer of DNA response) and γH2AX (a hallmark of DNA damage) during the 8 weeks trial on metabolic challenges. Conclusion Our results indicate that PMP supplementation for 8 weeks enhances the antioxidant system against oxidative stress and prevents DNA damage signaling in humans.

We investigated serotype distribution and antimicrobial resistance of pneumococcal carriage isolates from children after optional immunization with the 7-valent pneumococcal conjugate vaccine (PCV7) in Korea. From June 2009 to June 2010, 205 (16.5%) pneumococcal isolates were obtained from 1,243 nasopharyngeal aspirates of infants and children at Seoul National University Children's Hospital, Korea. Serotype was determined by Quellung reaction and antibiotic susceptibility was tested by E-test. The results were compared to previous studies done in the pre-PCV7 period. In this study, the most common serotypes were 6A (15.3%), 19A (14.7%), 19F (10.2%), 35B (7.3%), and 6D (5.6%). The proportion of PCV7 serotypes decreased from 61.9% to 23.8% (P < 0.001). The overall penicillin nonsusceptibility rate increased from 83.5% to 95.4% (P = 0.001). This study demonstrates the impact of optional PCV7 vaccination in Korea; the proportion of all PCV7 serotypes except 19F decreased while antimicrobial resistant serotypes 6A and 19A further increased.
Anti-Bacterial Agents/pharmacology ; Child, Preschool ; Drug Resistance, Bacterial/drug effects ; Humans ; Infant ; Microbial Sensitivity Tests ; Nasopharynx/*microbiology ; Pneumococcal Infections/immunology/prevention & control ; Republic of Korea ; Serotyping ; Streptococcus pneumoniae/classification/*isolation & purification ; Vaccination ; Vaccines, Conjugate/*immunology

PURPOSE: Brain-based learning has become increasingly important in nursing education. The purpose of this study is to (a) synthesize the literature on brain-based learning in nursing education using Whittemore and Knafl's integrative review method, and (b) discuss teaching strategies for nursing educators. METHOD: Searches were made through the CINAHL, OVID, PubMED, and SCOPUS databases using the terms nurs* AND (brain based OR neuroscience) AND (educa* OR learn* OR teach*). Included were original articles in the domain of undergraduate nursing education written in English in peer-reviewed journals between January 1984 and December 2013. Twenty-four papers met the criteria. RESULTS: Three themes were retrieved: (a) activate whole-brain functions, (b) establish supportive educational environments, and (c) encourage learners to be more active. CONCLUSION: Brain-based learning enhances the learning capabilities of undergraduate nursing students.
Brain ; Education ; Education, Nursing ; Humans ; Learning ; Nursing ; Students, Nursing