Purpose: This study investigated the effects of legality-focused nursing record education for nursing students on their knowledge, self-confidence, and nursing record performance. Methods: A randomized comparison of pre-and post-test results was conducted, with 62 participants from six colleges or universities assigned to either an intervention group (n=31 in three clusters) or a control group (n=31 in three clusters). The experimental group received two 2-hour sessions of legality-focused nursing education through discussions, whereas the control group was provided written handouts. Data collected included measures of knowledge, self-confidence, and nursing record performance. The data were statistically analyzed using SPSS 28.0, with the x2 test, independent t-test, paired t-test, and analysis of covariance. Results: The knowledge and self-confidence scores of both groups improved significantly after the educational intervention. The nursing record performance score improved more in the experimental than in the control group. Conclusion Universities can apply standardized nursing record education focusing on legal issues by selecting methods appropriate to their curriculum or situation. Education on the legal aspects of nursing records can assist in the utilization of standardized nursing records in clinical practice. Improving the quality of nursing records, in turn, can enhance efficiency among healthcare professionals and contribute to better patient health outcomes.

Purpose: This study evaluated the impact of integrating virtual reality (VR) and high-fidelity simulation (HFS) in childbirth nursing education on nursing students’ knowledge, problem-solving ability, nursing performance, and learning satisfaction. Methods: A non-equivalent control group pretest-posttest quasi-experimental design was used. The participants included 41 third-year nursing students, with 21 in the experimental group and 20 in the control group. The experimental group received VR and HFS education, while the control group received HFS alone. The interventions were conducted over 3 weeks, and data collection occurred between May and August 2022. Results: The experimental group showed significant improvements in knowledge, problem-solving ability, and nursing performance compared to the control group. Learning satisfaction was also significantly higher in the experimental group. Conclusion Integrating virtual reality into nursing education can improve learning outcomes and increase satisfaction. Expanding VR-based practical training programs is vital to addressing clinical site shortages and improving educational outcomes.

Purpose: This study investigated the factors influencing organizational socialization in new nurses, with a focus on job stress, resilience, and nursing performance. Methods: The study participants comprised 139 new nurses with less than 12 months of experience, who worked at two certified tertiary hospitals. Data were collected from August 29 to September 11, 2023 through a self-report questionnaire. For data analysis, the t-test, one-way analysis of variance, the Mann-Whitney U test, the Kruskal-Wallis test, Pearson correlation analysis, and multiple regression analysis were used. Results: The mean scores of job stress, resilience, nursing performance, and organizational socialization of new nurses were 67.97±6.19, 111.24±12.76, 59.40±6.53, and 124.40±15.88, respectively. The factors affecting organizational socialization in new nurses were job stress (β=-.49, p<.001), nursing performance (β=.21, p<.001), job satisfaction (β=.17, p=.005), placement in the wanted department (β=.12, p=.012), and salary satisfaction (β=.12, p=.021). These factors explained 71.1% of variance in organizational socialization. Conclusion The study findings suggest the need to develop and apply a better program for improving organizational socialization among new nurses.

Purpose: This study investigated the effect of practice of donning and doffing level D personal protective equipment (PPE) based on augmented reality (AR) on the knowledge and performance confidence, practical immersion, practical satisfaction, and practical experience of nursing students. Methods: This mixed-method study included 28 participants in the experimental group and 28 in the control group in C city. The intervention in the experimental group was practice of donning and doffing level D PPE based on AR and the control group received video-based training. Quantitative data were analyzed using the IBM SPSS program, and qualitative data were subjected to content analysis. Results: There were significant differences in performance confidence (t=3.17, p=.002) and practice satisfaction (z=-2.13, p=.033), but not in knowledge (z=-0.90, p=.366) and practice immersion (t=1.71, p=.093) regarding PPE. In the experience of nursing students who participated in AR-based practice, the facilitating factors were “good concentration in practice,” “can use the technology accurately,” “the skills remain in memory for a long time,” and “the practice was interesting and fun.” The obstacles to AR-based practice were “using smart glasses to watch AR content was uncomfortable” and “it was difficult to adapt to AR-based content.” Conclusion Based on the results of this study, we suggest applying AR-based practice in practical education to increase nursing students' performance confidence and practice satisfaction.

Purpose: This study explored the difficulties and educational needs of nurses in surgical units at a university hospital regarding the care of surgical patients. Methods: Data were collected from 10 nurses working in the surgical unit of a university hospital, all of whom had experience in caring for surgical patients, from August to September 2023. Focus group interviews were conducted, and the data were analyzed through qualitative content analysis. Results: Emotionally, they experienced a lack of confidence as nurses in the surgical unit, stemming from intimidation due to limited operating room experience and frustration caused by a lack of active empathy in understanding the patient's condition. In terms of practical aspects, they confirmed “difficulties in nursing due to lack of understanding of surgical situations” due to limitations in active problem-solving, limitations in surgical-related patient education, and a lack of continuity in surgical patient care. In addition, for educational needs, they preferred effective and up-to-date educational methods that are helpful in patient nursing centered on frequent cases. Conclusion Based on this study, we identified difficulties and educational needs among surgical unit nurses. In order to perform high-quality nursing as a surgical unit nurse, it was found that understanding the patient's surgical situation must come first, while educational support in the clinical field is also necessary.

Purpose: This study aimed to translate and validate the Korean version of the Indiana University Simulation Integration Rubric (K-IUSIR) for assessing interprofessional communication in simulation-based education, focusing on its reliability and validity. Background: Interprofessional education (IPE) improves communication and teamwork skills critical for ensuring patient safety. However, there is a lack of standardized tools for assessing interprofessional communication in Korea. Methods: A methodological study involving a secondary analysis was conducted with 221 nursing and medical students. Data were collected through simulation recordings and surveys and analyzed using Cronbach’s ⍺, intraclass correlation coefficients (ICCs), expert content validity, and Rasch analysis. Results: The K-IUSIR demonstrated high internal consistency (Cronbach’s ⍺=0.854), inter-rater reliability (ICC=0.832), and strong content validity. Rasch analysis confirmed appropriate item fit and difficulty levels, with a 3-point Likert scale identified as the most suitable format. Conclusion The K-IUSIR is a reliable and valid tool for evaluating interprofessional communication, which can be utilized in developing interprofessional education programs. Furthermore, it can facilitate better interprofessional collaboration through effective communication.

Purpose: The purpose of this study was to identify factors influencing the performance of safe injection practices among nurses at general hospitals, in order to provide foundational data for developing strategies to improve the quality of injection practices in the future. Methods: This descriptive study was conducted with 153 nurses who were involved in injection practices. The data were collected from August to September 2024. Results: The most frequently performed type of injection by the participants was intravenous, and all types of injection practices were performed an average of 26.8±19.07 times per working day. The variable that most significantly influenced the performance of safe injection practices was knowledge of safe injection practices (β=.56, p<.001), which explained 36.7% of the variance. Experience with injection practice-related education (β=.27, p<.001) explained an additional 10.7% of variance, and organizational culture for infection control (β=.21, p<.001) explained 3.7% more. The total explanatory power of these variables on the performance of safe injection practices was 50.3% (F=52.35, p<.001). Conclusion Since both personal aspects, such as knowledge of safe injection practices and experience with injection practice-related education, and organizational aspects, such as organizational culture for infection control, simultaneously influenced the performance of safe injection practices among nurses at general hospitals, it is strongly recommended to develop and implement an integrated program for improvement. This program should combine strategies to enhance individual knowledge and positively transform the organizational culture for infection control, aiming for higher-quality execution of nursing duties, including injection practices.

Purpose: This study evaluated hospitalized patients’ knowledge, attitudes, and adherence to hand hygiene practices and aimed to identify the factors influencing adherence during hospitalization. Methods: This cross-sectional correlational study was conducted using a structured questionnaire with 165 adult inpatients at a tertiary care hospital. Data collected between March 6 and 17, 2023, were analyzed using descriptive statistics, the t-test, one-way analysis of variance, Pearson correlations, multiple linear regression, and SPSS/WIN 27.0 software. Results: The mean knowledge score was 9.02/12, and the attitude mean score was 1.68 on a -3 to +3 scale. The average adherence level was 3.83/5 before hospitalization but 3.36 during hospitalization. Adherence was highest after restroom use and before meals, and lowest before and after room transfers. Hand hygiene adherence was positively correlated with knowledge (r=.42, p<.001), attitude (r=.21, p=.008), and daily hand hygiene (r=.65, p<.001). Key predictors of hand hygiene adherence included daily hand hygiene (β=.58, p<.001), knowledge (β=.15, p=.021), caregiver’s hand hygiene (β=.14, p=.024), and other patients’ hand hygiene (β=.12, p=.049), explaining 50.0% of the variance. Conclusion Improving hand hygiene adherence among inpatients requires targeted education, supportive environments, and public awareness. Emphasizing factors such as daily hand hygiene adherence, knowledge, caregiver’s hand hygiene practices, and other patients’ behaviors can effectively reduce healthcare-associated infections and improve patient safety.

Purpose: This study aimed to compare symptoms, social support, and quality of life across different stages of survival in patients with lung cancer. Methods: The study included 145 participants: 49 in the acute survival phase (less than 2 years), 50 in the extended survival phase (2~5 years), and 46 in the lasting survival phase (> 5 years). A structured questionnaire was utilized to assess symptoms, social support, and quality of life. Analysis of covariance was used to control for demographic and disease-related variables. Results: Quality of life was significantly higher in the lasting survival stage (F=5.05, p=.008). The severity of symptoms was highest in the acute survival stage, followed by the extended survival stage, and lowest in the lasting survival stage (F=15.79, p<.001). Symptom interference with life was greater in the extended survival stage than in the lasting survival stage (F=11.11, p<.001). Social support was the lowest in the extended survival stage (F=10.03, p<.001). Notably, the extended survival stage had the highest scores for symptoms affecting daily activities, relationships, walking, and work (p<.001). Conclusion This study highlights the differences in symptoms, social support, and quality of life in patients with lung cancer across their survival stages. Tailored interventions are essential for each survival stage to improve the quality of life, with emotional and social support being critical in the extended survival phase, whereas symptom management is key in the acute phase.

Purpose: The study aimed to identify the clear properties of the concept of self-management in children with chronic kidney diseases and provide a theoretical basis for understanding. Methods: The study was conducted based on the basic principle of concept analysis by Walker and Avant (2005). Results: Self-management in children with chronic kidney diseases can be divided into internal, environmental, and behavioral dimensions. The internal dimension includes a positive attitude toward life and overcoming a sense of unsafe self-control caused by chronic kidney disease. The environmental dimension includes support from peer groups and family, and the behavioral dimension includes controlling one’s own daily routine and self-directed chronic kidney disease management behavior. The definition of self-management in children with chronic kidney disease refers to “overcoming the unstable sense of self-control caused by chronic kidney disease through a positive attitude toward life, while receiving support from peers and family in their environment, and autonomously managing their chronic illness by taking control of their daily lives.” Conclusion This study provides a framework for the development of interventions for increased self-management in children with chronic kidney diseases. The study employed a concept analysis of self-management in children with chronic kidney diseases and its understanding to establish this framework, as well as data for the development of tools that identify the educational demand of the target and evaluate the effect of intervention.