Journal of Korean Academy of Nursing

Research Paper

Development and evaluation of a health education program to enhance middle school students’ climate adaptation competencies: a nonequivalent control group pretest–posttest study in Korea: Jiyu Hyun, Ju Hee Kim; J Korean Acad Nurs 2026;56(2):179-189. Published online May 22, 2026; DOI: https://doi.org/10.4040/jkan.25139

Abstract PDF ePub: Purpose
This study aimed to develop and evaluate the Climate and Health Action Mitigation Program (CHAMP), a health education intervention designed to enhance middle school students’ competencies for practicing climate adaptation behaviors in response to the health impacts of climate change.
Methods
A quasi-experimental pretest-posttest nonequivalent control group design was employed. Data were collected from October to December 2024. A total of 3rd-year middle school students; 9th grade equivalent, aged 14-15 students were assigned to either an experimental group that received the CHAMP intervention or a control group that received conventional health education. The CHAMP curriculum comprised six sessions developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model and was aligned with the 2022 revised national health curriculum and the instructional hours stipulated in the School Health Act. Climate adaptation competency and its seven subdomains—climate-change knowledge, climate sensitivity, reflective thinking, integrative thinking, communication skills, decision-making ability, and willingness to act—were assessed before and after the intervention.
Results
Compared with the control group, the experimental group demonstrated statistically significant improvements (p<.01) in overall climate adaptation competency as well as in all seven subdomains. The largest improvements were observed in willingness to act, climate sensitivity, and climate-change knowledge. The CHAMP intervention was associated with meaningful improvements in students’ climate adaptation competencies, encompassing cognitive, behavioral, and attitudinal domains.
Conclusion
These findings support the feasibility and educational value of integrating climate–health content into the national curriculum. Future research should examine the scalability of CHAMP and evaluate its long-term sustainability and effects across diverse educational settings.

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Original Article

Role Adaptation Process of Elementary School Health Teachers: Establishing Their Own Positions: Jeong Hee Lee, Byoung Sook Lee; J Korean Acad Nurs 2014;44(3):305-316. Published online June 30, 2014; DOI: https://doi.org/10.4040/jkan.2014.44.3.305

Abstract PDF

Purpose

The purpose of this study was to explore and identify patterns from the phenomenon of the role adaptation process in elementary school health teachers and finally, suggest a model to describe the process.

Methods

Grounded theory methodology and focus group interviews were used. Data were collected from 24 participants of four focus groups. The questions used were about their experience of role adaptation including situational contexts and interactional coping strategies. Transcribed data and field notes were analyzed with continuous comparative analysis.

Results

The core category was 'establishing their own positions', an interactional coping strategy. The phenomenon identified by participants was confusion and wandering in their role performance. Influencing contexts were unclear beliefs for their role as health teachers and non-supportive job environments. The result of the adaptation process was consolidation of their positions. Pride as health teachers and social recognition and supports intervened to produce that result. The process had three stages; entry, growth, and maturity.

Conclusion

The role adaptation process of elementary school health teachers can be explained as establishing, strengthening and consolidating their own positions. Results of this study can be used as fundamental information for developing programs to support the role adaptation of health teachers.

Citations

Citations to this article as recorded by

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