The vision disturbances of school- age children has been recognized as and important school health problem. As the visual disturbances of the school-age children is recognized as the nation's health problem. the importance of the development of educational program for visual health should be emphasi...
The vision disturbances of school- age children has been recognized as and important school health problem. As the visual disturbances of the school-age children is recognized as the nation's health problem. the importance of the development of educational program for visual health should be emphasized. Recently, eyeball movement and other visual health management method has been introduced for prevention or recovery of decrease in visual acuity. But, the effect of eyeball movement was not confirmed yet. And, the controversy around the treatment effect is continued. The decrease of visual acuity is one of the important school health problem as well as it causes discomfort in daily life of the students. So, it should be considered as an important subject for school health and there is a need to develop an effective intervention program for visual health. The purpose of this study is to develop and evaluate the program with the recognition of the need of the intervention for visual health. The visual health promotion program was developed by the researcher and the program was initiated by the school. Nonequivalent control group pretest-posttest design was applied for study which examined the effect of the visual health promotion program. The subjects were 742 children (experimental group: 398; control group: 344). The experiment was composed of health education and eyeball movement. Health education was provided 5 times to the children in the class room. Children of experimental group exercised eyeball movement in the class, watching video for 10 minutes two times a day. The exercise was continued for 10 weeks. The result of the study were as follows. 1) change of visual acuity Before the intervention, mean of the visual acuity was .86 for the experimental group and .91 for control group. After the intervention, mean of visual acuity was .95 for the experimental group and. 90 for the control group. There was no significant difference in the change of visual acuity between experimental and control group. 2) change of refraction. In the experimental group, 327 eyes (41.08%) were normal vision and 469 eyes (58.98%) were eyes of refraction errors, 38.82 % of the total eyes were myopia. There was no significant change in the refraction in the children with myopia after the intervention. 3) Awareness of visual acuity, change of knowledge, behavior. and attitude (1) After the intervention, there was a significant difference in the awareness of visual acuity (experimental group: 70.10%. control group: 50.97%, p<.01). (2) After the intervention, there was a significant knowledge increase in the experimental group (pp<.01). (3) There was no significant difference in the visual health behavior after the intervention. (4) There was a significant positive change in the attitude related to visual health in the experimental group ( pp<.05). 4) There was a significant positive change in the subjective discomfort of the students. But, there was no significant change in the objective eye symptom after the intervention. Even though there was no effect in the visual acuity and the change of the refraction. subjective visual health as well as the attitude and knowledge' of the children and parents toward visual health was improved significantly. Also, there was an increase in the intention of change and the awareness for the visual health management. It is suggested that various educational strategies for visual health promotion should be developed and examined for the visual health promotion of the students.
The vision disturbances of school- age children has been recognized as and important school health problem. As the visual disturbances of the school-age children is recognized as the nation's health problem. the importance of the development of educational program for visual health should be emphasized. Recently, eyeball movement and other visual health management method has been introduced for prevention or recovery of decrease in visual acuity. But, the effect of eyeball movement was not confirmed yet. And, the controversy around the treatment effect is continued. The decrease of visual acuity is one of the important school health problem as well as it causes discomfort in daily life of the students. So, it should be considered as an important subject for school health and there is a need to develop an effective intervention program for visual health. The purpose of this study is to develop and evaluate the program with the recognition of the need of the intervention for visual health. The visual health promotion program was developed by the researcher and the program was initiated by the school. Nonequivalent control group pretest-posttest design was applied for study which examined the effect of the visual health promotion program. The subjects were 742 children (experimental group: 398; control group: 344). The experiment was composed of health education and eyeball movement. Health education was provided 5 times to the children in the class room. Children of experimental group exercised eyeball movement in the class, watching video for 10 minutes two times a day. The exercise was continued for 10 weeks. The result of the study were as follows. 1) change of visual acuity Before the intervention, mean of the visual acuity was .86 for the experimental group and .91 for control group. After the intervention, mean of visual acuity was .95 for the experimental group and. 90 for the control group. There was no significant difference in the change of visual acuity between experimental and control group. 2) change of refraction. In the experimental group, 327 eyes (41.08%) were normal vision and 469 eyes (58.98%) were eyes of refraction errors, 38.82 % of the total eyes were myopia. There was no significant change in the refraction in the children with myopia after the intervention. 3) Awareness of visual acuity, change of knowledge, behavior. and attitude (1) After the intervention, there was a significant difference in the awareness of visual acuity (experimental group: 70.10%. control group: 50.97%, p<.01). (2) After the intervention, there was a significant knowledge increase in the experimental group (pp<.01). (3) There was no significant difference in the visual health behavior after the intervention. (4) There was a significant positive change in the attitude related to visual health in the experimental group ( pp<.05). 4) There was a significant positive change in the subjective discomfort of the students. But, there was no significant change in the objective eye symptom after the intervention. Even though there was no effect in the visual acuity and the change of the refraction. subjective visual health as well as the attitude and knowledge' of the children and parents toward visual health was improved significantly. Also, there was an increase in the intention of change and the awareness for the visual health management. It is suggested that various educational strategies for visual health promotion should be developed and examined for the visual health promotion of the students.
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문제 정의
각 반마다 5회에 걸친 보건수업을 통해 눈의 구조와 기능, 시력저하의 원인, 증상, 일반적인 관리방법 등에 관하여 교육하였다.
본 연구는 시력증진 프로그램의 중재효과를 파악하기 위한 실험군 비동등성 대조군 전후 실험설계 연구이다. 실험군은398명.
본 연구는 시력증진 프로그램의 효과 연구로서 비동등성 대조군 전후 실험설계(nonequivalent control group pretest-posttest design) 연구이다. 조사대상자는 실험군 학교 398명, 대조군 344명, 총 742명이다.
본 연구는 학교보건 사업 중 시력문제가 중요한 건강 문제인 반면 적절한 중재프로그램은 부족하다는 점을 인식하고, 학생들의 시력 건강관리 능력을 길러주기 위한 프로그램을 개발하고 더 나아가 그 효과를 측정하기 위해 시도되었다.
제안 방법
(1) 비디오 개발 : 학교에서 시행할 수 있도록 눈 운동 훈련 비디오를 제작하였다. 눈운동은 눈의 움직임과 중국식 지압법을 혼합하였다.
(2) 시력훈련 실시 방법 : 일일 20분씩 10주간 실시하였다. 실시시간은 1교시 수업 전 10분, 2교시 수업이 끝난 중간놀이 시간 10분이었다.
베이츠는 나쁜 습관, 만성적 주요 용어 :시력건강증진, 안구운동, 초등학생인 피로, 정신쇠약, 스트레스와 신경위축이 눈의 근육을 긴장시켜서 원시나 근시 증상이 나타나므로, 시력 회복요법을 자연요법, 심리적요소. 독특한 안근론으로 구분하여 시력 회복법을 설하였다.
③ 설문조사
설문항목은 문헌고찰을 통하여 얻은 자료를 근거로 재구성하였다. 각 하부평가 항목의 구성내용 및 설문 항목 수는 다음과 같다.
시력과 굴절력 측정과 설문지 조사를 실시하였으며 구체적인 조사내용 및 조사방법은 다음과 같다.
대조군은 344명, 총 742명으로 구성되었다. 시력증진프로그램은 보건교육과 눈운동으로 구성되었으며, 보건교육은 총 5회 실시되었다.
실험군만을 대상으로 실험전후로 측정하였으며, 오차를 줄이기 위해 한사람이 한 대의 자동굴절검사기 (auto-refractometer)를 사용하여 타각적 굴절검사를 시행하였으며 동공을 산대시키지 않고 검사하였다. ±0.
측정된다. 주관적인 증상은 눈의 건강에 대한 걱정, 눈 때문에 짜증이 남, 활동에 대한 불편감, 시력이 저하되는 것 같은 느낌 등이 포함되었고, 객관적인 증상은 VDT 증후군에 해당되는항목을 재구성하여 사용하였다.
대상 데이터
굴절력에 대해서는 실험군(398명, 총 796안)에 대해서만 조사가 이루어졌다.<표 4>는 굴절이상의 학년별 분포를 나타낸 것이다.
실험군은398명. 대조군은 344명, 총 742명으로 구성되었다. 시력증진프로그램은 보건교육과 눈운동으로 구성되었으며, 보건교육은 총 5회 실시되었다.
굴절력에 대해서는 실험군(398명, 총 796안)에 대해서만 조사가 이루어졌다.<표 4>는 굴절이상의 학년별 분포를 나타낸 것이다.
design) 연구이다. 조사대상자는 실험군 학교 398명, 대조군 344명, 총 742명이다.
데이터처리
두 집단의 동질성은 chi-square test를 사용하여 비교하였으며, 프로그램의 효과는 실험군과 대조군의 실험 전후 차이를 t-test로 분석하였다.
성능/효과
(1) 시력인지도: 실험군 70.10%, 대조군 50.97% (p<.01)로 증가하였다.
(2) 시력관련 지식: 실험군에서 유의한 증가(p<.01) 를 하였다.
(3) 시력보호행위는 유의한 차이가 없었다.
(4) 시력건강 관련 태도 :실험군에서 유의한 증가 (p<.O5)를 하여 긍정적인 태도가 형성되었다.
05). 반면에 원시는 중재전 1.36D, 중재후 L06D로 약간 호전된 것으로 나타났다(p<.05).
본 연구 결과, 시력과 굴절력의 유의한 차이가 나타나지는 않았지만 주관적인 증상에서 유의한 차이를 보이고, 객관적 시력 증상 역시 호전되었음을 볼 때 눈운동의 효과를 간과해서는 안될 것으로 판단된다. 따라서 훈련과정을 엄격히 진행하면서 그 효과에 대한 반복적인 검증을 할 것이 요구된다.
실험군의 굴절력 검사 결과 정시안이 41.08%로 가장 많았고, 근시안이 38.81%로서 전체 굴절이상안중 83.74% 를 점하는 높은 비율로 나타났다. 굴절력의 변화에서는 정시안은 중재 전보다 중재후에 악화되었다.
주관적 불편감은 실험군에서 호전되었으며(p<.05). 객관적 증상 역시 실험군에서 증가하였으나 유의한 차이는 아니었다.
중재결과 실험군의 시력인지도는 유의하게 증가하였다. 또한 시력관련 지식과 태도 역시 향상되었다.
프로그램 중재 후 실험군과 대조군 양집단간의 시력 차이는 유의한 통계적 차이는 없었다. 이러한 결과는 시력이 유의하게 향상된 연구(Gallaway -et al, 1986; Rupolo et al.
후속연구
이는 Rupolo 등(1997)의 연구에서와 동일한 결과이다. 그러나 본 연구에서의 굴절력 악화 정도나 중재가 굴절력 악화에 미친 효과에 대한 정확한 평가는 어려운 것으로 판단된다.
§4%로 나타났다. 앞으로 이런 점을 참고하여 개인별 점검을 통해 정확한 행위를 유도하고, 충분한 사전연습을 통해 익숙해지도록 하는 것이 필요하다고 생각된다.
따라서 학교보건 차원에서 시력저하 예방을 위한 적절한 방법이 있다면. 이를 검증하고, 현장에 적용하려는 노력이 필요할 것이다.
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