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 The Journal of Korean Academic Society of Nursing Education 2003;9(2):288-297. Published online June 30, 2003.
 A Study on the Current Status of Drug Education among Elementary School Teachers Jung, Mi-Suck;Lee, Hwa-Za;Kim, Young-Hae;Kim, Myung-Hee;Eo, Yong-Sook; 1Sung Dong Elementary School2Department of Nursing, College of Medicine, Pusan National University3Department of Nursing, College of Medicine, Pusan National University4Department of Nursing, College of Medicine, Pusan National University5Department of Nursing, College of Medicine, Pusan National University 초등학교 교사의 약물교육 실태 정미숙, 이화자, 김영혜, 김명희, 어용숙 1성동초등학교2부산대학교 간호학과3부산대학교 간호학과4부산대학교 간호학과5부산대학교 간호학과 Abstract This study was attempted to find out the actual conditions about drug education among the elementary school teachers. Subjects consisted of nurse-teachers 175, class-room teachers 240 and athletics teachers 53 at the elementary schools in Pusan city. The data collecting period was December 23th through December 28th, 2002 and the collected data were analyzed by SPSSWIN 10.0 program using frequency, percentage, mean, standard deviation and $x^2$-test. The results of this study were as follows: 1. The importance of the drug education in special curriculum has been agreed with 96.0% of nurse-teachers, 90.4% of classroom teachers and 92.4% of athletics teachers. 2. For the drug education, nurse-teachers used to get information through the professional knowledge books(61.1%), and internet (33.1%), on the other hand class-room teachers(80.0%) and athletics teachers (48.9%) used to get information from various media. 3. Until now, the drug education has been performed by 80.6% of nurse-teachers, 34.2% of class-room teachers and 41.5% of athletics teachers. After drug education, the results of self-evaluation showed that 73.8% of nurse-teachers and 51.9% of athletics teachers were satisfied with it, but 69.5% of class-room teachers were not. In terms of the education methodology, most nurse-teachers(85.8%) usually used both verbal lecture and multi-media materials for teaching, but class-room teachers(97.8%) and athletics teachers(81.8%) just gave the verbal lecture. 4. About practical difficulties of drug education, the biggest problem was the absence of no systematic curriculum for nurse-teachers(22.9%), the insufficient expert knowledge for class-room teachers (26.3%) and a lack of education materials for athletics teachers(37.7%). The subjects were responded that the well-qualified personnel in charge of drug education in elementary school were nurse-teachers (52.0%) or nurse-teachers and class-room teachers. Key Words: Elementary school teacher, Drug education