Purpose: This study aims to explore a clear and evidence-based definition of adaptive behavior in stroke survivors and establish the antecedents, attributes, consequences, and empirical referents of the concept. Methods: The concept analysis was performed using the Walker and Avant method as a framework. Data from 90 publications were collected using various databases (PubMed, EMBASE, CINAHL, RISS, and KISS) and applied in the analysis. Results: Adaptive behavior in stroke survivors was defined according to four attributes: realizing change, taking an optimistic view, restructuring daily activities to suit oneself, and carrying out one's own daily life. The conceptual structure of their adaptive behavior comprised stroke onset, functional changes, and emotional liability as antecedents and autonomy, family equilibrium, and quality of life as consequences. Conclusions Clarifying the concept of adaptive behavior in stroke survivors provides an understanding of the underlying attributes of this concept. Furthermore, it will facilitate the development of scales to measure the concept and the application of a theory-based intervention program that can improve adaptive behavior.

This scoping review focused on the application of simulation education for nursing college students and analyzed studies measuring problem-solving ability to present an overview of research trends and future directions. Methods: The scoping review followed the review guideline. The study was conducted independently by two reviewers, who searched the literature through electronic databases (DBpia, KISS, Science on, RISS, and Google Scholar). Results: In total, 32 studies were included in the final analysis, and each study was analyzed according to the following domains: general characteristics, simulation-related characteristics, and instrument-related characteristics. Simulation-based learning was primarily conducted for third- and fourth-year nursing students using various scenarios and high-fidelity simulators. However, the effect of simulation education on problem-solving ability was somewhat inconsistent, and some studies reported different names of tools and numbers of items by sub-area from the original instruments. Conclusion: It is necessary to critically reflect upon whether “Process Behavior Survey” tool can be used for simulation education. Therefore, conceptual analysis or instrument development research is needed in the future to accurately measure the problem-solving process or problem-solving ability.