Earticle

내성은 전통적으로 자기인식의 중요한 방법으로 각광을 받아왔다. 현대에 들어와 내성의 역할과 관련하여 많은 비판적 견해들이 나왔지만 내성의 정체를 해명하는 일은 여전히 철학자들에게 유효한 과제로 남아 있다. 이 글에서는 현대 심리철학에서 내성과 자기인식의 관계를 어떻게 이해하고 있는지, 이 문제에 대해 가장 진지하고 지속적인 관심을 보여 온 슈메이커(Sydney Shoemaker)의 입장을 중심으로 살펴보고자 한다. 슈메이커가 우리의 주목을 끄는 이유는 그가 역사적으로 이 문제에 관해 매우 큰 비중을 차지하는 흄(Hume)을 논의의 출발점으로 삼고 있다는 점이다. 즉 슈메이커는 데카르트적 자아를 거부하여 철학적 논란을 일으킨 흄의 논증을 긍정적 관점에서 검토함으로써 자신의 입장을 제시하는 방법을 쓰는데, 이러한 분석을 통해 내성에 대한 새로운 해석을 시도한다. 이 글에서 필자는 먼저 내성 개념에 대한 정의를 간략히 검토하고, 다음으로 지각 모델에 근거한 전통적 내성 이론에 대한 슈메이커의 비판과 대안을 차례로 살펴본 다음, 마지막으로 그가 제시한 비지각적 내성을 보다 적극적으로 발전시킬 수 있는 가능성을 제시한다.

Traditionally, introspection had been regarded as an important method of self-knowledge. Although in modern times it has been criticized by many philosophers, satisfactory account of the nature and role of introspection is still needed. In this paper, I examine how this controversial problem of the relation of introspection and self-knowledge is treated by an influential contemporary philosopher of mind, i.e., Sydney Shoemaker who gives an original account of the concept of introspection by reinterpreting David Hume's view of self-knowledge. After giving a preliminary definition of introspection, I examine Shoemaker's critique of traditional perceptual model of introspection and his alternative, the non-perceptual model which is based on the notion of self-awareness. Finally, I try to suggest a way to develop his model from a broader perspective.

Purpose: The purpose of this study was to examine the effects of self-care intervention using a mobileinstant messenger on hemodialysis patient`s knowledge, self-efficacy, self-care behavior and physiological indices. Methods: A non-equivalent control group pretest-posttest design was used. The participants consisted of 38 patients who had a regular hemodialysis of Seoul National University Hospital. They were assigned to one of two groups; an experimental group (n = 19) that had self-care intervention for 8 weeks and a control groups (n = 19) that had routine hemodialysis treatment. The datacollection was conducted from September 5, 2022 to October 29, 2022. The date were analyzed byChi-square test, Independent t-test, and Fisher`s exact test using SPSS Win 29 program. Results: Therewas a significant difference in self-efficacy (t = 3.42, p = .002) between experimental and controlgroups. There was no significant differences between the two groups in knowledge (t = 0.80, p = .428),self-care behavior (t = 0.09, p = .929), potassium (t = -0.82 p = .416), phosphorus (t = -0.03, p = .974),weight gain (t = 0.16, p = .867). Conclusion: Based on above results, it was verified that self-care intervention in this study was an effective indicator in improving the self-efficacy. There is a requirementto formulate comprehensive interventions capable of enhancing various indicators.

Purpose: The purpose of this study was to examine the effects of a face-to-face self-management educational program on knowledge, self-care practice and kidney function in patients with chronic kidney disease (CKD) before kidney replacement therapy. Methods: This study employed a nonequivalent control group, non-synchronized design. Data were collected from 61 patients with CKD visiting an outpatient department of nephrology in a university hospital in Seoul, South Korea. The experimental group (n=31) took the pre-test, then after 3 weeks, face-to-face education and individualized consultation (1st intervention), after a week of self-practice, the 1st post-test, followed by re-enforcement education and consultation (2nd intervention), and 4 weeks later, the 2nd post-test. The control group (n=30) took the pre-test and post-tests at 4 and 8 weeks. Results: Scores for knowledge of CKD and self-care practice over time improved significantly in the experimental group compared to the control group. Kidney function did not improve significantly in the experimental group. Conclusion: Health care providers can identify various and individualized needs, and provide effective education and consultation through face to face self-management for patients with chronic irreversible illnesses. Nurses can coordinate for these program by designing and providing systematic and effective education.

Purpose: Clinical nursing practice is important because it helps nursing students experience realities of clinical nursing that cannot be learned through theoretical education. This study aimed to evaluate the effect of an interactive nursing skills mobile application for nursing students. Methods: Sixty-six senior nursing students were randomly assigned to experimental or control groups. The experimental group used an interactive nursing skills mobile application for 1 week. The control group was provided with a mobile application containing noninteractive nursing video contents for 1 week. Before (pre-test) and 1 week after (post-test) using the mobile application, participants' knowledge of clinical nursing skills, self-efficacy of nursing practice, and nursing skills performance were assessed. Results: The experimental group showed a significantly higher value for knowledge after 1 week of treatment via their mobile application than the control group (t ¼ 3.34, p ¼ .001). In addition, they showed significantly improved self-efficacy before and after intervention (t ¼ 2.46, p ¼ .017) than the control group. The experimental group's nursing skills performance was also significantly enhanced after intervention (t ¼ 7.05, p < .001), with a significant difference in the degree of improvement (t ¼ 4.47, p < .001). Conclusion: The interactive learner-centered nursing education mobile application with systematic contents was an effective method for students to experience practical nursing skills. Developing and applying a mobile application with other nursing contents that can be effectively used across all range of nursing students is recommended.

Online learning is becoming ubiquitous worldwide because of its accessibility anytime and from anywhere. However, it cannot be successfully implemented without understanding constructs that may affect its adoption. Unlike previous literature, this research extends the Unified Theory of Acceptance and Use of Technology with three well-known theories, namely compatibility, online self-efficacy, and knowledge sharing and acquisition to examine online learning adoption. A total of 264 higher education students took part in this research. Partial Least Squares-Structural Equation Modeling was used to evaluate the proposed theoretical model. The findings suggested that performance expectancy and compatibility were significant predictors of behavioral intention, whereas behavioral intention, facilitating conditions, and compatibility had a significant and direct effect on online learning's actual use. The results also showed that knowledge acquisition, knowledge sharing, and online self-efficacy were determinates of performance expectancy. Finally, online self-efficacy was a predictor of effort expectancy. The proposed model achieved a high fit and explained 47.7%, 75.1%, 76.1%, and 71.8% of the variance of effort expectancy, performance expectancy, behavioral intention, and online learning actual use, respectively. This study has many theoretical and practical implications that have been discussed for further research.

Purpose: This study aimed to identify the effects of nurse’s knowledge and self-efficacyon nursing performance in pediatric intravenous fluid management and provide the primarydata necessary for the efficient intravenous injection management of hospitalizedchildren. Methods: This study was a descriptive study design with 141 nurses who performpediatric intravenous therapy care at eight hospitals in the S, C, D, and S regions. Data were collected from September 1, 2023, to September 30, 2023. Results: Nursingperformance of pediatric intravenous injection management was significantly positivelycorrelated with knowledge (r=.44, p<.001) and self-efficacy (r=.19, p=.022). Nurses’knowledge (β=.42, p<.001) and self-efficacy (β=. 22, p=.004) of pediatric intravenous injectionmanagement and care were identified as significant predictors of nursing performancethereof, with these two factors explaining 21.9% of the variance. Conclusion: Thisstudy found that knowledge and self-efficacy of pediatric intravenous injection managementare significant predictors of the practice of intravenous care among pediatric nurses. Therefore, considering these factors, education and intervention programs should bedeveloped to enhance pediatric nurses’ knowledge and self-efficacy regarding intravenousinjection management.

Background: Deficiencies in the ability to maintain balance are common in elderly. Augmented feedback such as knowledge of results (KR) can accelerate learning and mastering a motor skill in older people. Objects: We designed this study to examine whether one session of Wii-Fit game with self-regulated KR is effective for elderly people, and to compare the effect of two different timings of self-regulated KR conditions. Methods: Thirty-nine community-dwelling elders, not living in hospice care or a nursing home, participated in this study. During acquisition, two groups of volunteers were trained in 10 blocks of a dynamic balancing task under the following 2 conditions, respectively: (a) a pre-trial self-regulated KR ($n_1=18$), or (b) a post-trial self-regulated KR ($n_2=21$). Immediate retention tests and delayed retention tests of balancing performance were administered in 15 minutes and 24 hours following acquisition period, respectively. Results: In both groups, significant improvements of balancing performances scores were observed during the acquisition period. Regardless of the group, mean of balancing performance scores on retention tests were well-maintained from the final session. There were no significant differences between groups in balancing performance scores during the acquisition period (p>.05); however, the post-trial self-regulated KR group exhibited significantly higher balancing performance scores in both the immediate retention test and delayed retention test than that of the pre-trial self-regulated KR group (p<.05). Conclusion: Therefore, subjects who regulated their feedback after a dynamic balancing task, during the acquisition period, experienced more efficient motor learning during the retention period than did subjects who regulated their feedback before a dynamic balancing task. Accordingly, in case of presenting the KR of motor learning in clinical settings to elders who reduced dynamic balance abilities, the requesting time of KR is imperative according to self-estimation processes as well as types of KR and practice.

Purpose: Digital-enhanced repetitive learning has been proposed as an effective strategy for improving dietary education among patients undergoing hemodialysis. This study examined the effects of a digital repetitive dietary education (DRDE) program on dietary knowledge, dietary self-care behaviors, and physiological indicators among hemodialysis patients residing in a rural area of South Korea. Methods: A quasi-experimental study with a nonequivalent control group and repeated measures was conducted. A total of 40 hemodialysis patients were recruited from a hemodialysis unit in a rural area of Chungcheongbuk-do, South Korea, and assigned to either an experimental group (n = 20) or a control group (n = 20). The experimental group participated in an 8-session DRDE program, whereas the control group received usual care. Data were analyzed using SPSS version 22.0 with the independent t-test, chi-square test, and 2 × 2 repeated-measures analysis of variance. Results: Participants in the experimental group demonstrated significantly greater improvements in dietary knowledge (F = 14.83, p = .001) and dietary self-care practice behaviors (F = 4.21, p = .048) compared with the control group. Significant improvements were also observed in selected physiological indicators, including interdialytic weight gain (F = 7.02, p = .012), serum potassium levels (F = 9.55, p = .004), and serum phosphorus levels (F = 4.62, p = .038). Conclusion: The DRDE program improved dietary knowledge, dietary self-care behaviors, and selected physiological outcomes among hemodialysis patients in rural areas. These findings suggest that the DRDE program is a practical and feasible nursing intervention for dietary management in rural hemodialysis settings with limited educational resources.

Purpose: The purpose of this study was to evaluate the effectiveness of a peer cervical cancer prevention education program on Korean female college students’ knowledge, attitude, self-efficacy, and intention. Methods: A quasi-experimental pretest-posttest design with a non-equivalent control group was used. The participants were 58 female college students in a metropolitan city in Korea. The sample consisted of an intervention group (n=28) that participated in a peer education program and a control group (n=30). Data were measured using self-administered questionnaires at two time points: prior to the intervention and after the intervention. Results: Compared to the control group, the experimental group reported significantly positive changes for knowledge, attitude, self-efficacy, and intent to practice cervical cancer prevention behaviors. Conclusion: The findings of this study indicated that a peer education program developed for Korean female college students was a useful and effective intervention strategy to promote cervical cancer prevention behaviors in Korean sociocultural contexts.

Purpose: This descriptive study aimed to investigate the association among contraceptive knowledge, contraceptive self-efficacy, and reproductive health promotion behaviors in male high school students who are currently in the stage of being sexually impulsive and vulnerable to sexual problems. Methods: A cross-sectional survey was conducted using self-reported questionnaires. These questionnaires were administered to 419 male student of J high school in D city. Collected data were analyzed via t-test, analysis of variance, and Pearson’s correlation using IBM SPSS Statistics 23.0. Results: The scores of contraceptive knowledge, contraceptive self-efficacy, and reproductive health promotion behaviors were 5.37±3.08, 41.22±6.52, and 54.95±7.06, respectively. Contraceptive self-efficacy exhibited a positive correlation with reproductive health promotion behaviors (r=.33, p<.001) and contraceptive knowledge (r=.29, p<.001). Contrarily, contraceptive knowledge was not correlated with reproductive health promotion behaviors (r=.49, p=.190). Contraceptive self-efficacy explained 33.5% of the variance in reproductive health promotion behaviors (F=26.07, p<.001). Conclusion: The factor influencing reproductive health promotion behaviors was contraceptive self-efficacy. To improve these behaviors in male high school students, educational programs should be established.

Purpose: This study aimed to identify the actor and partner effects of human papillomavirus (HPV) vaccination knowledge, health beliefs, and self-efficacy on parental intentions to vaccinate adolescent sons against HPV. Methods: The participants were 191 couples who met the eligibility criteria. Data were collected from June 2024 through internet communities in Gyeongsangnam Province. The actor-partner interdependence model was used to analyze the parent's actor and partner effects of HPV vaccination knowledge, health beliefs, and self-efficacy on parents' intentions to vaccinate their adolescent sons against HPV. Results: The actor effects of fathers' intentions to vaccinate their adolescent sons against HPV were perceived benefits and self-efficacy; however, the partner effect was not significant. The actor effects of mothers' intentions to vaccinate their adolescent sons against HPV were perceived susceptibility, perceived severity, perceived benefits, and self-efficacy, and the partner effects were fathers' perceived severity and benefits. Conclusion: This study indicates that fathers' intentions to vaccinate their adolescent sons against HPV may play an essential role in increasing HPV vaccination rates among adolescent sons.

Purpose: Knowledge, clinical reasoning, and self-confidence are the basis for undergraduate education, and determine students’ level of competence. The purpose of this study was to assess the effects of the addition of a one-time simulation experience to the didactic curriculum on nursing students’ knowledge acquisition, clinical reasoning skill, and self-confidence. Methods: Using a quasi-experimental crossover design consisted of intervention and wait-list control groups. Participants were non-randomly assigned to the first intervention group (Group A, n=48) or the wait-list control group (Group B, n=46). Knowledge level was assessed through a multiple choice written test, and clinical reasoning skill was measured using a nursing process model-based rubric. Self-confidence was measured using a self-reported questionnaire. Results: Results indicated that students in the simulation group scored significantly higher on clinical reasoning skill and related knowledge than those in the didactic lecture group; no difference was found for self-confidence. Conclusion: Findings suggest that undergraduate nursing education requires a simulation-based curriculum for clinical reasoning development and knowledge acquisition.

Purpose: This study aimed to assess the levels of and relationships among health literacy, knowledge about diabetes,and self-care activities in the Korean low-income elderly with diabetes and to identify factors influencingthe self-care activities of this vulnerable population. Methods: This study surveyed a total of 151 low-income elderlypatients with diabetes registered at 16 Visiting Health Care Services in B City, Korea. Health literacy was measuredwith the Newest Vital Sign. Diabetes knowledge was measured with the Diabetes Knowledge Test. The Summaryof Diabetes Self-care Activities Questionnaire was used to assess diabetes self-care activities. A stepwise multipleregression analysis was conducted to identify significant factors influencing diabetes self-care activities in thesepatients. Results: In the regression model, diabetes knowledge (β=.322, p<.001), exercise (β=.337, p<.001), andexperiences of diabetes education (β=.241, p=.001) were significantly associated with increased diabetesself-care activities in low-income elderly patients with diabetes when gender, education, health literacy, and subjectivehealth state were controlled. Conclusion: To improve diabetes self-care activities in the low-income elderlywith diabetes, it is important to develop a customized program considering their knowledge, exercise, and diabeteseducation experience.

Purpose: The purpose of this study was to examine the effects of interactive pictorial education on community dwelling older Korean adults' self-efficacy and knowledge for safe medication. Methods: A quasi-experimental, three-group pre- and post-intervention design was used in this study. The interactive pictorial education was designed to suit the learning patterns and psychomotor skills of older adults. The education content, dealing with safe medication, was delivered over three sessions. A total of 136 older adults from local senior centers were assigned to one of the three groups: a) interactive pictorial education plus information booklet (experimental); b) education only with information booklet (conventional); or c) no intervention (control). Results: Participants receiving interactive pictorial education had significantly higher self-efficacy (F=24.32, p<.001) and knowledge (F=24.26, p<.001) scores than the information booklet or control group at post intervention. Post-hoc analyses indicated that both the interactive pictorial and the information booklet groups had significantly higher self-efficacy and knowledge scores than the control group at the post-test point (p<.05). Furthermore, the interactive pictorial group had higher self-efficacy and knowledge scores than the information booklet group at the post-test point (p<.05). Conclusion: These results suggest that the interactive pictorial education is an innovative approach that provides a means for older adults to learn appropriate medication use to improve their own health. It empowers older adults with different literacy levels to enhance their self-efficacy and knowledge for the safe use of medication.

Purpose: The aim of this study was to compare the effect of different simulation modalities on knowledge, skill, stress, satisfaction, and self-confidence levels of students receiving undergraduate education in three nursing schools. Method: This was an experimental study. Students applied the scenario of “Respiratory Sounds Assessment” which was prepared according to three different simulation modalities. In the study, the standardized patient, high-fidelity simulation, and partial task trainer were used as simulation modalities. Results: An increase was observed in postpractice knowledge levels of the three groups which had similar knowledge levels before the practice. Virtual Analog Scale stress levels of the students in the standardized patient group were higher than those of others. The students’ mean scores of satisfaction in learning were higher in the standardized patient group. The students in the partial task trainer group had lower scores of self-confidence in learning. Skill scores of the students were lower in the standardized patient practice than those in others. Conclusion: Simulation-based experiences give students the opportunity of experiencing situations they may experience in the actual practice beforehand. Therefore, this may increase their performance in real practices, as reality increases in the standardized patient group.

Purpose: The purpose of the study was to examine the impact of self-efficacy in the prevention of sexually transmitted diseases (STD), knowledge of and susceptibility to STD, and the role of gender in sexual autonomy. Methods: Data were collected from 267 college students using self-report questionnaires during the period from the first to the twentieth of June 2015. Data were analyzed using x2 test, Fisher's exact test, t-test, Pearson correlation coefficients, simple and multiple regression techniques with the PASW/WIN 20.0 program. Mediation analysis was performed according to the Baron and Kenny method and Sobel test. Results: In male students, self-efficacy for STD prevention showed a full mediating effect in the relationship between STD susceptibility and sexual autonomy (β=-.08, p=.370). But in female students, it had a partial mediating effect (β=-.25, p=.001). And self-efficacy for STD prevention showed partial mediating effects in the relationship between knowledge of STD and sexual autonomy in the both male (β=.25, p=.005) and female students (β=.33, p<.001). Conclusion: To enhance college students' sexual autonomy, it may be useful to build effective strategies enhancing students’ knowledge about and susceptibility to STD and to develop a self-efficacy promotion program for college students.

Purposes: Sepsis is a critical condition in which nurses should detect clinical manifestations and provide early intervention to prevent unwanted serious conditions in the patients. The initial occurrence and management of sepsis take place in general units, but there is a lack of knowledge in nurses. The purpose of this study was to examine the effects of a case-based sepsis education program and compare the case-based education program with and without smartphone applications. Methods: A quasi-experimental pre-test-post-test design with a control group was used. We provided a case-based education program with and without smartphone applications to the nurses and tested the effects of the program on knowledge, the accuracy of sepsis assessment, and self-efficacy as outcome variables. A total of 60 nurses in general units participated. To test differences in knowledge, the accuracy of sepsis assessment, and self-efficacy regarding sepsis between the groups over time, a mixed-design ANCOVA was used for parametric analysis, and generalized estimating equations (GEE) were used for nonparametric analysis. Results: There were significant differences in knowledge, the accuracy of sepsis assessment, and self-efficacy between the groups and within the groups over time. The intervention groups treated with the case-based education program showed improved outcome variables compared to the control group. There was no difference between case-based education with the smartphone application or without the application. Conclusions: The case-based education improved knowledge, the accuracy of sepsis assessment, and self-efficacy in the care of sepsis by nurses working in the general wards. The

Since business startups are known to have positive effects on the economic growth of a country, it is necessary to review the factors influencing the willingness to start new businesses for the people to act on business startups. In this regard, the study sought to reexamine the findings of previous research showing that the innovative, initiative, and risk-taking characteristics, which are the constitutive elements of entrepreneurships, influence the willingness to start up. Furthermore, in this study, attempts were made to empirically analyze the direct and indirect relationships of self-leadership influencing the willingness to start new businesses. Consequently, first, it showed that college students' entrepreneurship has positive effects on the willingness to start new businesses. Second, the significance of the gender of college students was not confirmed as to playing a regulating role in the relationship between entrepreneurship and the willingness to start up. Third, the relationship between self-leadership and the willingness to start new businesses was validated to be significant in a positive direction. Fourth, no mediating effect of self-leadership in the relationship between entrepreneurship and the willingness to start new businesses was observed. Such research results have the following significances. First, while there is an awareness that the concepts of business start- up, entrepreneurship, and leadership carry masculinity, the lack of regulating effect of gender may reflect the changing phases of time and society where women's participation has been increasing. Second, self-leadership is a concept by which one pioneers his or her own life and an influencing factor on the willingness to start up; however, since it has enormous impacts on the entrepreneurship and willingness to start up, relevant mediating effects were not observed and the magnitude of the important influence between entrepreneurship and the willingness to start up were confirmed.

본 연구는 중국 남자 대학생들의 에이즈 지식, 자아존중감, 자기통제감, 에이즈에 대한 낙관적 편견, 콘돔 사용의 상관관계를 조사하였다. 중국 두 개 성(省) 도시의 종합대학교의 1학년부터 4학년에 재학 중인 남학생 307명을 편의표집 하여 빈도분석과 기술통계량, ANOVA, Pearson 상관관계로 분석하였다. 중국 남자 대학생들의 에이즈 감염에 대한 낙관적 편견이 있는 것으로 나타났으며, 에이즈 지식 점수는 73점이었다. 자아존중감, 자기통제감 점수도 각각 중간값 보다 높게 나타났다. 학년과 연령에 따른 집단 간 분석에서 통계적으로 유의한 차이가 있었다. 본 연구에서 자아존중감, 자기통제감, 에이즈에 대한 낙관적 편견은 정적 상관관계를 보였고, 에이즈 지식, 낙관적 편견, 콘돔 사용의 상관관계는 통계적으로 유의 하지 않았다. 차후 중국 문화의 맥락 안에서 콘돔 사용에 영향을 미치는 심리적 변수에 대한 다양한 집단의 반복 연구가 필요하다.

This study investigated the correlations of the AIDS knowledge, self-esteem, sense of control, optimistic bias toward AIDS, and condom use in the Chinese male college students. A cross-sectional survey was used, and 307 male students were recruited from anonymous universities in cities of two provinces in China. The data were analyzed according to descriptive statistics, ANOVA, Pearson’s correlations. The Chinese male college students had an optimistic bias toward AIDS. The score of AIDS knowledge was 73%, and the self-esteem and sense of control scores were all rated higher than the median. The difference among groups according to grade and age were statistically significant in this study. The self-esteem, sense of control, and optimistic bias toward AIDS showed significant positive correlations, but AIDS knowledge, optimistic bias, and condom use have no correlations. The studies that examine psychological variables with condom use among various groups should be followed in the Chinese context.