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The purpose of this study was to establish an effective strategy for smoking cessation programs of adult by examining the relationship between smoking and oral characteristics in 166 men in their 20s in Ulsan and Busan. As a result, there was a difference in dental fear (χ²=4.72, p<0.01), tooth stain (χ²=10.22, p<0.01) and others perception of bad breath (χ²=7.35, p<0.01). Smokers had 2.03 times more dental fear, 3.26 times more tooth stain, and 2.51 times more other perception of bad breath higher than non smokers. Therefore, effective smoking cessation education should be continuously operated in order to prevent 20-year-old men from leading to lifetime smoking.

The purpose of this study was to examine the state of conflicts among dental health care workers. A survey was conducted on 266 dental hygienists and nursing assistants who worked in dental institutions from September 12 to November 13, 2017, and SPSS(statistical package for the social science) version 20.0 was employed to analyze the collected data. The findings of the study were as follows: 1. The most common reason of the dental hygienists for turnover was working hours and heavy workload(24.6%), followed by pay (22.6%), conflicts with dentists(16.0%) and conflicts with colleagues (11.3%). The most dominant reason of the nursing assistants for turnover was pay(31.1%), followed by working hours(24.4%), heavy workload(17.8%), conflicts with dentists(15.6%) and conflicts with colleagues(8.9%). 2. The largest reason for unsuccessful communication with dentists was that heavy workload reduced the opportunity to communicate well(54.5%). The second biggest reason was that they couldn't communicate well though they had the opportunity(24.0%), and the third greatest reason was that they tended to lag behind dentists in terms of professional knowledge(16.9%). 3. The biggest reason for unsuccessful communication among the dental health care workers was that they didn't have a lot of chances to communicate well on account of heavy workload(41.0%). The second largest reason was the differences in professional knowledge(24.9%), and the third greatest reason was that they couldn't communicate well though they had the chance(23.7%). 4. The most dominant reason for conflicts with dentists was the difference in power(24.0%), followed by poor communication skills(22.1%) and a lack of mutual respect(18.1%). But the opinions of the nursing assistants were different from those of the dental hygienists, as they cited poor communication skills as the most common reason, which was followed by the difference in power and a shortage of understanding of each other's work. 5. The most common reason for conflicts among the dental health care workers was a shortage of communication and communication skills(22.9%), and the second most dominant reasons were a lack of mutual respect and poor understanding of each other's work(17.5%), followed by a lack of mutual respect(17.2%). 6. As to the ways of resolving conflicts with dentists, the most common case was making some mutual concessions to compromise (28.9%), followed by delivering opinions through the staff meeting (23.9%), resolving conflicts by candidly exchanging opinions(15.8%), avoiding each other in moderation(11.7%) and following the opinions or assertions of dentists(1.3%). 7. Concerning the conflict resolution methods among the dental health care workers, the most prevalent way was making some mutual concessions to compromise(36.4%), followed by resolving conflicts by candidly exchanging opinions(23.0%) and conveying opinions through the staff meeting(18.5%). 8. Regarding communication among the dental health care workers, the dental hygienists(3.53±.729) considered themselves to be better at communicating than the nursing assistants(3.29±.745) did(p<0.05), and the dental hygienists(3.45±.809) who thought there was respectful treatment among workers who were different in occupational categories found themselves to be better than the nursing assistants(3.21±.952) who had the same thought did(p<0.05). As a result of analyzing whether frequent job-related meetings occurred among the workers whose occupational categories were different, the dental hygienists(3.05±.975) perceived that there were more frequent meetings than the nursing assistants(2.67±.955) did (p<0.01).

The purpose of this study was to examine the learning competencies of students at a college from September 1 to November 30, 2017, in an effort to provide some information on how to foster learning competencies in college years, which lay the foundation for work and social lives. 1. The learning competencies of the subjects consisted of academic vision, student identity, cognitive regulation, emotional regulation, learning management and creating learning environments. Out of five points, they scored the highest in academic vision and student identity with 3.34, followed by learning management with 3.20, creating learning environments with 3.18, emotional regulation with 3.16 and cognitive regulation with 3.14. 2. There were statistically significant differences in academic vision according to age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 3. There were statistically significant differences in student identity and cognitive regulation according to gender, age, the area of major, the academic credential of their fathers, commuting time, military service experience and career plans. 4. There were statistically significant differences in emotional regulation according to age, the area of major, the academic credential of their fathers, commuting time, career plans and daily mean study hours. 5. There were statistically significant differences in learning management according to gender, age, the area of major, grade point average, the academic credential of their fathers, career plans and daily mean study hours. 6. There were statistically significant differences in creating learning environments according to gender, age, the area of major, the academic credential of fathers, commuting time, career plans and daily mean study hours. As they were poorest at the cognitive regulation area among the areas of learning competencies, self-directed learning programs that deal with how to study, learning process, how to take notes and arrange them, how to link different pieces of acquired knowledge and how to map out study plans should be developed to give support to students.

The purpose of this study was to examine the state of oral prophylaxis practice among dental hygiene students and their awareness of musculoskeletal diseases in an effort to provide some information on how to strengthen education on treatment posture to manage musculoskeletal diseases and how to raise awareness of musculoskeletal diseases. From November 2 to 13, 2016, a self-administered survey was conducted on 653 sophomores, juniors and seniors with an experience of oral prophylaxis practice. SPSS version 20.0 for Windows was employed to analyze the collected data. The findings of the study were as follows: 1. The largest group that accounted for 37.4% responded that the total number of students undergoing oral prophylaxis practice during a semester was four to six. The biggest group that represented 65.4% answered that the required practice time per student was one to fewer than three hours. 76.0% continued to be in the repeated same posture. 2. As for the posture of patients, supine position was most common for the maxillary sinus, which accounted for 82.2%. And semi-upright position was most common for the mandibular sinus, which represented 49.6%. 3. In regard to the burden of oral prophylaxis practice, 33.9% considered the required for the practice appropriate. 42.3% took the repeated long-lasting posture, and 53.5% were under physical pressure. 55.4% suffered from mental pressure and stress. 4. The most dominant musculoskeletal area that they experienced pain after oral prophylaxis practice was neck with 52.5%; waist with 48.2, shoulders/wrists/hands with 45.5, back with 10.3, buttocks with 4.1, elbows with 2.3, legs with 2.1, ankles/feet with 0.8 and knees with 0.6%. 5. Concerning the maintenance of repeated treatment postures and pain experience, the students who continued to be in the repeated same position underwent more pain than the others who didn't on the shoulders(2.92±1.05), in the waist(3.02±1.01), buttocks(1.75±0.92), elbows(1.55±0.79) and ankles/foot(2.52±1.25). The differences were statistically significant(p<.05, p<.01). 6. As to educational experience on treatment posture and musculoskeletal diseases, 88.8% received education on treatment posture; 87.9%, on what position should be taken in times of cooperation; 46.9%, on musculoskeletal diseases; 51.9%, on carpal tunnel syndrome; 42.3%, on varicose vein. The students who replied education on occupational diseases was necessary accounted for 89.6%. 7. The students who experienced treatment posture education were better aware of the causes of musculoskeletal diseases(3.23±3.00), ways for preventing the diseases(3.33±.834) and how to stretch the body(3.63±.858). The differences were statistically significant(p<.05, p<.001). 8. The students who experienced education on occupational diseases heard more about musculoskeletal diseases(3.27±.965), were better cognizant of the causes of the diseases(3.45±.847), were better aware of how to prevent them(3.55±.805) and found themselves to know how to stretch to prevent the diseases (3.73±.826). The differences were statistically significant(p<.001).

The purpose of this study was to examine the relationship between academic personality types and academic achievement in an effort to seek teaching and learning strategies geared toward improving the academic achievement of students. The subjects in this study were 400 dental hygiene students who were randomly selected from three-year colleges in Gyeonggi Province. Their academic personality types and academic achievement were investigated, and the findings of the study were as follows: 1. As for the academic personality types of the subjects, the inquiry-oriented type was most dominant, and the ideal-oriented one was least common. 2. In regard to differences in academic personality types according to academic year, the inquiry-oriented type was most common in every academic year, and there were statistically significant differences(p<.05). 3. As to differences in academic personality types according to academic achievement, the best academic achievement was found in the norm-oriented type, and there were statistically significant differences(p<.05). 4. Concerning differences among the subjects in academic satisfaction according to academic personality types, there were no statistically significant differences(p>.05). When the above-mentioned findings of the study were pieced together, the academic achievement of the subjects varied with their academic personality types, and it's consequently necessary to make an effort to apply different teaching methods and learning methods according to their preferences. As there are individual variances among students in achievement goal, preferred learning method and experience though they study in the same space with different learning methods, the development of student guidance programs tailored to academic personality types seems necessary.

This study set out to examine the characteristics and consciousness of biomedical ethics among dental hygiene and nursing students and provide basic data for the education of biomedical ethics in the department of dental hygiene. The subjects include 158 and 128 students in the dental hygiene and nursing departments, respectively, at a university in Gyeongnam. Collected data was analyzed with the SPSS 12.0 program. 1. The analysis results show that the dental hygiene and nursing students scored mean 2.72 and 2.65 points in biomedical ethics consciousness, respectively, with statistical significance(p<.000). 2. In the subareas of biomedical ethics, the two groups showed the highest and lowest level of consciousness in organ transplant and euthanasia, respectively. 3. The two groups had differences in characteristics related to biomedical ethics by the major such as ethical values(p<.05), experiences with biomedical ethics education(p<.01), time of biomedical ethics education(p<.001), sources of information and knowledge about biomedical ethics(p<.01), experiences with conflicts in biomedical ethics(p<.000), and willingness to participate in education(p<.05). 4. The nursing students recorded higher biomedical ethics consciousness than the dental hygiene students with no statistically significant differences between them. Biomedical ethics consciousness had positive correlations with ethical values(r=.122) and experiences with biomedical ethics education(r=.356). Based on these findings, the study proposed the development of educational content for biomedical ethics consciousness and research on its effectiveness to help dental hygiene students form desirable biomedical ethics consciousness.

The purpose of this study was to examine the relationship between the autonomy of dental hygiene students after clinical practice and their satisfaction with the clinical practice in an effort to determine how to manage courses in need of practice and how to provide education and guidance on clinical practice. A survey was conducted on the students in a three-year college in Gyeonggi Province, and the data from 295 respondents were analyzed. The findings of the study were as follows: 1. As for autonomy, the subjects got a mean of 3.60 in respect for others, and 3.40 in respect for themselves. 2. In regard to satisfaction with clinical practice, they gave the highest score of 3.58 to the content of the clinical practice, and they gave the lowest score of 3.09 to practice hours. 3. They gave higher scores to autonomy of clinical practice when their awareness of dental hygienist at the time of college admission and after experiencing the clinical practice was better and when they were more satisfied with their major. 4. They gave the highest scores to satisfaction with the clinical practice when they voluntarily chose the department of dental hygiene in terms of motivation for major selection, when their awareness of dental hygiene at the time of college admission and after experiencing the clinical practice was better and when they were more satisfied with their major. 5. The students who gave higher scores to autonomy of the clinical practice were more satisfied with the practice.