PURPOSE
This study was conducted to explore the professional identity of elementary school health teachers.
METHODS
In-depth interviews with fifteen elementary school health teachers were conducted from July 2010 to August 2012. Qualitative data collected by the researcher including transcription and field notes were analyzed through an adapted methodology based on the Grounded Theory of Strauss and Corbin.
RESULTS
Fifteen categories, 35 sub-categories and 120 concepts were obtained. The key category that was consistently maintained in identity formation was 'keeping themselves being a teacher providing nursing' which has three styles, 'focusing on health education', 'combining nursing and education' and 'focusing on providing nursing care'.
CONCLUSION
Results of this study will provide basic information for preparing manuals regarding the range of activities in school health teachers' jobs, improving promotion and merit payment systems for school health teachers, creating support programs for them, and contributing to the formation and establishment of their professional identity.

Citations

• Male nurses’ adaptation experiences after turnover to community institutions in Korea: A grounded theory methodology
  Ja-Sook Kim, Suhyun Kim, Hyang-In Cho Chung, Sally Mohammed Farghaly
  PLOS ONE.2024; 19(5): e0302819.     CrossRef
• School Nurses’ Perception of Job Performance Difficulties, Job Stress, Job Identity and Job Satisfaction
  Eun Kyo Cho, Hyun Jung Moon
  Research in Community and Public Health Nursing.2023; 34: 43.     CrossRef
• Perceived Discrimination and Workplace Violence among School Health Teachers: Relationship with School Organizational Climate
  Joohee Kim, Young Ko
  Journal of Korean Academy of Community Health Nurs.2022; 33(4): 432.     CrossRef
• School Novice Health Teachers’ Perception of Job Performance Difficulties and Job Satisfaction
  Seomoon Jang, Gyuyoung Lee
  Journal of Korean Academy of Community Health Nurs.2021; 32(4): 566.     CrossRef

PURPOSE
This study was conducted to survey and examine the relationship of family strengths, family function, ego-identity and depression in adolescence in Busan, and to provide basic data for a health promoting intervention to improve their family health.
METHOD
Data were collected from four colleges in Busan and, 680 students were enrolled in the study. Descriptive statistics, t-test or ANOVA with Scheffe's test and Pearson's correlation coefficients were used to analyze the data.
RESULTS
The mean score for family strengths was 3.58, family function 4.31, ego-identity 55.4 and depression 17.9. The scores for family strengths differed significantly according to subjective social economic state and father's job, parent's religion, parent's marital status and family composition. The scores for family function differed significantly according to parent's religion, parent's marital status and subjective social economic state. The scores for ego-identity differed according to mother's education level, parent's religion, parent's marital status and family composition. There were a positive correlations between family strengths and family function, between family strengths and ego-identity, between family function and ego-identity. There were negative correlations between family strengths and depression, between family function and depression, between ego-identity and depression.
CONCLUSION
In order to promote ego-identity and to decrease depression in adolescence, it is necessary to develop supporting interventions to develop family strengths.