A B S T R A C T KEYWORDSThis research is about Department of Emergency medical services students' cognition type of female 119 paramedics. The purpose of this research is to understand department of emergency medical servises students' cognition of female 119 paramedics and identify characteristics classified by types. To this end, applying Q-method, this research objectively analyzes 72 department of emergency medical services students' reaction who complete the field training about ambulance about female 119 paramedics. The result of the department of emergency medical services students recognized type of female 119 paramedics could be typed into four types. The type Ⅰ is recognized as "Stamina limit type", the type Ⅱ as "expert type", the type Ⅲ as "guardian angel type", and the type Ⅳ as "feminine experience type". The type Ⅰ has 28.3%, the type Ⅱ has 12.7%, the type Ⅲ has 6%, and the type Ⅳ has 3.8% explanation power, and these explain 51% of total variable. Generally department of emergency medical services students' cognition of female 119 paramedic is that they are expert in first aid but students' cognition is negative because of female 119 paramedic's limit of stamina, exposure to danger, and giving birth and infant care thus we should arrange solution of these cognition.

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Objectives:The purpose of this study is to compare educational effects between traditional classroom instruction and video self-instruction (VSI) for cardiopulmonary resuscitation (CPR) in boy's high school students. Methods:This study was carried out targeting totally 96 boy students(47 people for experimental group, 49 people for control group) in the second grade of high school where is located in G city of G province from July 9-10, 2009. The experimental group and control group were arbitrarily selected two classes in the second grade. One class was assigned to the experimental group. another class was assigned to the control group. The experimental group was educated with VSI for CPR. The control group was educated with traditional classroom instructions for CPR. The analysis was performed with SPSS WIN (version 12.0) program using frequency chi-square(x 2 ) test, independent samples t-test, and paired t-test.Results: After instructions, the knowledge, attitude, self-confidence, and skill performance accuracy scores on CPR increased statistically in both group. The increases of self-confidence (2.40 ± 0.73) and skill performance accuracy score (2.67 ± 0.29) in the experiment group were significantly higher than those (2.01 ± 0.96 and 2.54 ± 0.31) in the control group, respectively. Conclusion:This study suggested that VSI was more effective than traditional classroom education for self-confidence and skill-performance accuracy in CPR. To confirm it, more studies are warranted.

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