PURPOSE
This study was done to develop a Web Based Instruction (WBI) program on safety for sixth grade elementary school students and to test its effectiveness.
METHOD
The web site is http://www.safeschool.co.kr. The effects were tested from Mar 24, to Apr 30, 2003. The participants were 150 students. Data were analyzed using descriptive statistics, and chi square-test, t-test, and repeated measure ANOVA.
RESULTS
For knowledge of safety precautions, the preliminary test had a mean score of 17.8, the immediate post-test, 20.9 and the 4 week post-test, 20.9. There were statistically significant differences among the three time points. For attitude to safety precautions, the preliminary test mean was 75.1, the immediate post-test, 80.8 and the 4 week post-test, 80.4. For motivation to learn safety precautions, the scores were significantly higher for the WBI group. Knowledge, attitude and motivation for accident prevention in the WBI group lasted longer than in the group with textbook-based instruction.
CONCLUSION
A WBI program should be used in each class to provide more effective safety instruction.

This study was conducted with 512 students in 4 primary schools located at the inner and the outskirt of K city, Northern Kyungsang Province from November 6, 2001 to November 27, 2001(during 3 weeks). This study was a research about the difference of a bullying degree and tendency of both teasing and teased students. The purpose of the study was to help nursing teachers in charge of student consultation and treatment. The findings are as follows. First, for to whom students confess their worries, students in lower grade talked to their parents while students in higher grade talked to their close friends. The higher grader, the higher rate in solving their problems by themselves. For how many students are teased by their peers in groups, 52.0% students answered 1 or 2 students in a class. For the reasons of bully, 37.0% higher graders answered, very selfish and putting on airs after 29.6% lower graders answered, ugly and bad at speaking. Second, for perception of peer relation, 81.3% students participating in the study answered, very important. For a question whether students satisfy present relation with their friends by gender, 53.7% boys were satisfied while 34.6% girls were satisfied. Third, for difference in bullying by gender, boys mainly teased others by using words and physical power(p < 0.000) while girls estranged others. When it goes to teased students, it was the case: boys were bullied physically(p < 0.000) and linguistically while girls were hurt by estrangement. Having nothing direct to do with school achievement, nursing teacher should make good use of such an advantage that students tend to easily confess their worries to them and take care of psychological aspects of students in treatment. Furthermore, it needs to include contents of bully in the regular heath care education.