임플란트 경험자를 중심으로 구강보건교육을 통한 구강건강관리 인식수준 :

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자료유형: 학위논문

저자정보: 유진실 (동의대학교, 동의대학교 대학원)

지도교수: 김혜진

발행연도: 2020

저작권: 동의대학교 논문은 저작권에 의해 보호받습니다.

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이 논문의 연구 히스토리 (3)

2020

임플란트 경험자를 중심으로 구강보건교육을 통한 구강건강관리 인식수준

유진실 보건의과학과 2020.01 학위논문

Erratum : 임플란트 보유자의 진료기관 내 구강보건교육경험에 따른 구강건강관리 수준

유진실 , 박혜영 , 복혜정 외 2명 한국치위생학회지 2020.01 학술저널

임플란트 보유자의 진료기관 내 구강보건교육경험에 따른 구강건강관리 수준

유진실 , 박혜영 , 복혜정 외 2명 한국치위생학회지 2020.01 학술저널

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연관 학술논문 또는 학술발표를 통해 보다 발전된 연구결과를 확인하실 수 있습니다.
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본 연구는 치과위생사의 구강보건교육실태와 임플란트 경험자의 구강보건 교육 경험 및 구강관리양태에 대해 파악하고, 구강보건교육 경험에 따른 임플란트 대상자의 구강관리양태와 구강건강관리 지식도를 파악하고자 시행하였다. 2019년 9월 20일부터 2019년 10월 20일까지 부산·경남소재의 치과병(의)원에 종사하는 치과위생사 200명과 치과병(의)원에 내원하는 대상자 중 1개 이상의 임플란트 치료경험이 있는 대상자 300명을 선별하여 수행하였으며, 다음과 같은 결론을 얻었다.
1. 임플란트 경험 대상자들 중 구강보건교육 경험이 있는 대상자에게서 정기검진과 스케일링을 정기적으로 수행하는 빈도가 높게 나타났으며, 구강보건교육 경험이 있는 대상자일수록 칫솔질 횟수와 구강관리용품의 사용 빈도가 높은 것으로 나타났다.
2. 임플란트 경험자들의 구강보건교육 경험에 따른 구강건강관리 지식항목의 정답률을 분석한 결과 전체 문항에서 교육경험이 있는 대상자가 교육경험이 없는 대상자보다 정답률이 높게 나타났다.
3. 대상자의 정기검진, 스케일링, 칫솔질 횟수, 구강관리용품 사용과 같은 구강관리양태에 따른 구강건강관리 지식도를 분석하였을 때, 검진과 스케일링, 칫솔질, 구강관리용품 사용을 수행하는 경우에서 구강건강관리 지식도가 높았으며 통계적으로 유의한 차이를 보였다(p<0.05).
4. 대상자의 구강보건교육 경험에 따른 구강건강관리 지식도를 분석한 결과 구강보건교육 경험이 있는 경우 구강건강관리 지식도가 높게 나타났다. 구강보건교육 장소와 시간에 따라서는 통계적으로 유의하지 않았으나, 시행된 구강보건교육의 횟수가 많고 강의식보다는 대화식이나 실습식으로 교육을 시행되며, 교육이후에 지속적인 피드백이 이루어졌을 경우 구강건강관리 지식도가 높게 나타났으며 통계적으로 유의한 차이를 보였다(p<0.05).
본 연구결과를 종합적으로 분석한 결과 구강보건교육 경험이 있는 경우 임플란트 경험 대상자의 구강관리양태가 개선되고 구강건강관리 지식도가 향상되었다. 더불어 강의식보다는 대화식이나 실습식의 교육이 시행되고 교육이후의 피드백이 지속적으로 진행되었을 때, 대상자별 구강보건교육 지식인지 및 행동실천을 높일 수 있다고 하겠다.

This study investigates the oral health education status of dental hygienists and the experience in oral health education and oral care status of subjects who had implant experience. It also explores the oral care status and knowledge of oral health care of implant subjects depending on their experience in oral health education. From September 20 to October 20, 2019, 200 dental hygienists working in dental clinics in Busan and South Gyeongsang Province, and 300 subjects who visited the dental clinics and had implant experience at least once were selected, and the following results were obtained.
1. Among the subjects who had implant experience, the frequency of regular check-up and scaling was higher in the subjects who had experience in oral health education. The subjects who had experience in oral health education showed a higher brushing frequency and use of oral care products.
2. The correct answer score of oral health care questions of the subjects who had implant experience was analyzed. As a result, the subjects with educational experience showed a higher correct answer rate than the subjects without educational experience.
3. The knowledge of oral care, such as regular check-ups, scaling, brushing frequency, and use of oral care products, was examined. As a result, the knowledge of oral health care was high with subjects who perform regular check-ups, scaling, higher brushing frequency, and use of oral care products, showing a statistically significant difference (p<0.05).
4. The knowledge of oral health care according to the oral health education of the subjects was investigated. As a result, the oral health care knowledge was high when they had oral health education experience. Although the knowledge was not statistically significant depending on the place and time of oral health education, the knowledge of oral health care was higher, showing a statistically significant difference, when the number of oral health education conducted was high, the education was interactive or hands-on training rather than lecture-based, and continuous feedback after education was provided (p<0.05).
The results of this study were comprehensively analyzed. The oral care status and the oral health care knowledge of the subjects with implant experience were improved when they had oral health education experience. In addition, when interactive or hands-on training rather than lectures was conducted, and feedback after education continued, the awareness and behavior of oral care of the subjects were improved.

I. 서론···························································································································· 1
1. 연구의 필요성······································································································· 1
2. 연구의 목적 ··········································································································· 4
Ⅱ. 연구대상 및 방법································································································· 5
1. 연구설계 ················································································································· 5
2. 연구대상 ················································································································· 6
3. 연구도구 ················································································································· 7
4. 자료수집절차········································································································· 9
5. 분석방법 ··············································································································· 10
Ⅳ. 연구결과 ··············································································································· 11
1. 치과위생사··········································································································· 11
1) 일반적 특성····································································································· 11
2) 구강보건교육 실태························································································· 12
3) 실시한 구강보건교육의 내용······································································· 15
2. 임플란트 경험자······························································································· 17
1) 일반적 특성····································································································· 19
2) 임플란트 시술 관련 정보············································································· 19
3) 구강보건교육 경험························································································· 20
4) 구강보건교육 경험에 따른 구강관리양태 ················································· 23
5) 구강보건교육 후 기억하는 내용 ······························································· 25
6) 대상자의 임플란트 관련 구강건강관리 지식도······································· 27
7) 임플란트 관련 구강건강관리지식 문항에 대한 정답률 ························· 28
8) 구강보건교육 경험에 따른 구강건강관리 지식도 ································· 30
9) 구강보건교육 경험에 따른 구강건강관리 지식도 ································· 32
Ⅴ. 고찰······················································································································· 34
Ⅵ. 결론 및 제언······································································································· 38
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