Purpose This study explored the intrapersonal, interpersonal, and school factors, following the socioecological model, associated with sugar-sweetened beverage (SSB) consumption in Korean high-school students.
Methods A total of 231 students from first to third grade, aged 15–18 years, participated in this cross-sectional study. Multiple linear regression analysis was conducted to identify the factors.
Results Among the intrapersonal factors, fast-food consumption (β=0.13, t=1.97, p=.050) and habit strength of SSB consumption were positively associated (β=0.35, t=4.30, p<.001), and sleep duration was negatively associated with SSB consumption (β=–0.14, t=–2.02, p=.045). Among interpersonal factors, perceived SSB consumption by peers was positively associated (β=0.30, t=4.93, p<.001), and among school factors, vending machines at school (β=0.13, t=2.07, p=.039) and supermarkets and convenience stores near schools were positively associated with SSB consumption (β=0.17, t=2.87, p=.005).
Conclusion School nurses should propose policies and interventions that consider the multilevel factors to reduce SSB consumption in adolescents.
Purpose This study develops a chatbot for school violence prevention (C-SVP) among elementary school students.
Methods Among the analysis, design, development, implementation, and evaluation (ADDIE) models, ADD phases were applied to develop a C-SVP. Students’ learning needs were identified by constructing content with a design that attracted their attention. Subsequently, a formative evaluation was conducted on the developed C-SVP to test its applicability by ten elementary school students targeting the 5th and 6th grades.
Results The chatbot was designed using KakaoTalk and named “School Guardian Angel.” The formative evaluation revealed that the developed C-SVP was easily accessible and useful for elementary school students.
Conclusion The developed C-SVP is expected to be effective in preventing violence among elementary school students. However, further research involving children of various age groups is required.
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Purpose This study aimed to investigate the perceptions of precocious puberty and elucidate the distinct characteristics of each type of perception related to precocious puberty among school-aged children who had undergone treatment for the condition.
Methods This study applied the Q methodology to identify and classify the perceptions of precocious puberty among school-aged children who had undergone treatment for the condition. The analysis involved 34 questions from the Q sample and data from 35 individuals in the P sample, using the PC-QUANL Program for analysis.
Results The perceptions of precocious puberty among school-aged children who had undergone precocious puberty treatment were classified into the following four types: "shyness - passive self-management," "resentment - suppression," "anxiety - fear," and "adaptation - acceptance."
Conclusion This study investigated the experiences and perceptions of children who have undergone treatment for precocious puberty. Through the identification of four types of perceptions, we can see that there is a need to develop an intervention program for nursing that is tailored to the specific type of precocious puberty.
Purpose The purpose of this integrative review was to synthesize previous research on perceptions of school health care among school-aged children and adolescents with chronic diseases.
Methods This study was performed in accordance with Whittemore and Knafl's stages of an integrative review (problem identification, literature search, data evaluation, data analysis, and presentation of the results). Four databases (PubMed, CINAHL, Embase, and Web of Science) were used to retrieve relevant articles.
Results Eighteen articles were included in this review. We identified five thematic categories: peer-related issues, a safe school environment, self-perception of an existing disease, self-management, and a supportive school environment.
Conclusion It is necessary to establish a school health care system with a supportive environment for children and adolescents with chronic diseases.
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Methods The participants were 195 fifth and sixth grade students in Y elementary school. The data collection period was from June 24 to July 4, 2019.
Results Empathy scores significantly differed according to participants' gender and need for education on violence prevention. Attitudes towards violence (permissive and neglectful) significantly differed according to students' grade and need for education on violence prevention. Empathy was negatively correlated with permissive attitudes toward violence (r=-.26, p<.001) and neglectful attitudes toward violence (r=-.24, p=.001).
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Purpose This study was conducted to understand sexual knowledge, sexual attitudes, and the perceptions and actualities of sex education among parents of elementary school children.
Methods This is a descriptive study with a sample size of 337. SPSS version 21.0 was used for data analysis, including descriptive analyses, the t-test, and Pearson correlation analysis.
Results More than 50% of the participants responded that primary sex education for young children should be the responsibility of the parents and that education should be stared during the elementary school period. A moderate correlation was found between parents’ sexual knowledge and sexual attitudes (r=.44). Most parents were afraid to provide sex education because of their unfamiliarity with teaching methods and their lack of knowledge. However, 50 of the parents wanted to receive sex-related education.
Conclusion We found that parents would like to learn more about sex education from expert lectures or professional organizations. They were interested in topics including the sexual structure of males/females and sexual physiology. Open communication between parents and their children regarding sex-related issues is important. It is crucial to provide accurate and up-to-date sex education information to parents so that they can effectively teach their children at home.
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Purpose The purpose of this study was to investigate psychological capital, sense of community and stress in relation to school adjustment and to identify factors influencing school adjustment in middle school students.
Methods This study population consisted of 150 middle school students. Data were analyzed using t-test, analysis of variance, Pearson correlation coefficient, and multiple regression analysis.
Results The mean score for school adjustment in middle school students was 3.68 out of 5 points. School adjustment explained 34% of the variance in sense of community (β=.39, p<.001), positive psychological capital (β=.35, p<.001), academic performance (β=.26, p<.001), and stress (β=-.21, p<.001).
Conclusion The results of our research suggest that sense of community is an important variable influencing school adjustment in middle school students. Therefore, to promote school adjustment in middle school students, it is necessary to develop and implement active educational strategies promoting sense of community, positive psychological capital, academic perfomance, and controlling stress.
Purpose The purpose of this study was to verify the relationship among depression, school adjustment, parent-child bonding, parental control and smartphone addiction, and to identify factors which influence smartphone addiction in adolescents.
Methods A cross-sectional design was used, with a convenience sample of 183 middle school students from 3 middle schools. Data collection was conducted through self-report questionnaires from April to May, 2017. Data were analyzed using χ2 test, Fisher’s exact test, t-test, one-way ANOVA, correlation coefficient analysis, and binary logistic regression with SPSS Ver. 21.0.
Results The mean score for smartphone addiction was 29.40. Of the adolescents, 21.3% were in the smartphone addiction risk group. Logistic regression analysis showed that gender (OR=7.09, 95% Cl: 2.57~19.52), school life (OR=0.86, 95% Cl: 0.79~0.93), smartphone usage time (OR=1.32, 95% Cl: 1.04~1.66), and parental control (OR=4.70, 95% Cl: 1.04~21.29) were effect factors for the smartphone addiction risk group.
Conclusion Findings indicate that school satisfaction was an important factor in adolescents’ smartphone addiction. Control oriented parent management of adolescents’ smartphone use did not reduce the risk of smartphone addiction and may have worsen the addiction. Future research is needed to improve understanding of how teachers and parents will manage their adolescents’ use of smartphones.
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Purpose The purpose of this study was to develop and evaluate a school adaptation program (SAP) for school-age children with emotional and behavioral problems who attended public elementary schools.
Methods SAP, developed by the authors, addresses school adaptation and academic efficacy and consists of 10 sessions based on five categories (i.e., school life, classroom activity, relationship with friends, relationship with teacher, and school environment). Sixteen children with emotional and behavior problems answered questionnaires before and after participation in the program.
Results The results showed that there was a significant difference between pre and post-test on school adaptation (t=-2.78, p = .015) and academic efficacy (t = -4.62, p < .001) after the 10 sessions of SAP.
Conclusion The results indicate that SAP can could serve as a practical program for school nurses and teachers. Further studies based on SAP in various school settings are recommended.
PURPOSE This study was done to examine the effects of a smoking prevention program on primary school students. METHOD The design for this study was a nonequivalent quasi-experimental control group pretest-posttest. The smoking prevention program was provided to grade 5 and 6 students selected from two schools in Jecheon.The experimental group consisted of 72 students and the control group, 73 students. A smoking prevention program composed of smoking prevention education (once a week for 40 minutes over a period of 8 weeks) and supportive environment for smoking prevention was developed by modifying several smoking prevention programs. The research was conducted from May 15 to October 10, 2003. RESULT 1) After completion of the smoking prevention program, the mean scores for knowledge about smoking, attitude to smoking, and intention toward non-smoking were not significantly different between the experimental group and the control group. CONCLUSIONS To affectively achieve the aims of a smoking prevention program, the effectiveness of the program should not be measured over the short term only. Long-term tracking of students educated in the program, to identify the rate of those who later become smokers needs to be done.
, Sun Hwa Kim
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