The aim of this study was to investigate comorbidities in patients with end-stage renal disease, and to compare health-related quality of life (HRQOL) according to the type, and number of comorbidities.

Purpose: This study explored the experiences of nursing students in Korea regarding virtual reality (VR)-based anatomy education. Methods: A qualitative study was conducted with 103 first-year nursing students who had participated in immersive VR-based anatomy education. Nursing students wore head mounted displays and controllers, and performed VR-based practice for 10 minutes per student. The submitted materials were analyzed using the qualitative content analysis method developed by Elo and Kyngäs. Results: The collected materials were classified into three themes, six categories, and 14 subcategories. Three themes are emerged: (1) amazing experiential learning about the human body, (2) challenges in VR-based anatomy education, and (3) expandability of VR-based anatomy education. These results showed that nursing students who participated in VR-based anatomy education experienced “amazing” experiential learning about the human body in this new approach, with the vividness and knowledge consolidation of VR. However, nursing students experienced challenges in VR-based anatomy education related to the unfamiliarity and limitations of VR. Furthermore, they experienced the expandability of VR-based anatomy education by strengthening learning motivation and new approach to nursing education. Conclusion This study will help in planning VR-based education in human anatomy by exploring the experiences of nursing students. It is suggested that VR-based education in human anatomy be expanded and implemented as part of regular anatomy practice within the curriculum rather than a one-time educational intervention.

Purpose: This study explored the experiences of nursing students in Korea regarding virtual reality (VR)-based anatomy education. Methods: A qualitative study was conducted with 103 first-year nursing students who had participated in immersive VR-based anatomy education. Nursing students wore head mounted displays and controllers, and performed VR-based practice for 10 minutes per student. The submitted materials were analyzed using the qualitative content analysis method developed by Elo and Kyngäs. Results: The collected materials were classified into three themes, six categories, and 14 subcategories. Three themes are emerged: (1) amazing experiential learning about the human body, (2) challenges in VR-based anatomy education, and (3) expandability of VR-based anatomy education. These results showed that nursing students who participated in VR-based anatomy education experienced “amazing” experiential learning about the human body in this new approach, with the vividness and knowledge consolidation of VR. However, nursing students experienced challenges in VR-based anatomy education related to the unfamiliarity and limitations of VR. Furthermore, they experienced the expandability of VR-based anatomy education by strengthening learning motivation and new approach to nursing education. Conclusion This study will help in planning VR-based education in human anatomy by exploring the experiences of nursing students. It is suggested that VR-based education in human anatomy be expanded and implemented as part of regular anatomy practice within the curriculum rather than a one-time educational intervention.

Purpose: This study explored the experiences of nursing students in Korea regarding virtual reality (VR)-based anatomy education. Methods: A qualitative study was conducted with 103 first-year nursing students who had participated in immersive VR-based anatomy education. Nursing students wore head mounted displays and controllers, and performed VR-based practice for 10 minutes per student. The submitted materials were analyzed using the qualitative content analysis method developed by Elo and Kyngäs. Results: The collected materials were classified into three themes, six categories, and 14 subcategories. Three themes are emerged: (1) amazing experiential learning about the human body, (2) challenges in VR-based anatomy education, and (3) expandability of VR-based anatomy education. These results showed that nursing students who participated in VR-based anatomy education experienced “amazing” experiential learning about the human body in this new approach, with the vividness and knowledge consolidation of VR. However, nursing students experienced challenges in VR-based anatomy education related to the unfamiliarity and limitations of VR. Furthermore, they experienced the expandability of VR-based anatomy education by strengthening learning motivation and new approach to nursing education. Conclusion This study will help in planning VR-based education in human anatomy by exploring the experiences of nursing students. It is suggested that VR-based education in human anatomy be expanded and implemented as part of regular anatomy practice within the curriculum rather than a one-time educational intervention.

Purpose: This study explored the experiences of nursing students in Korea regarding virtual reality (VR)-based anatomy education. Methods: A qualitative study was conducted with 103 first-year nursing students who had participated in immersive VR-based anatomy education. Nursing students wore head mounted displays and controllers, and performed VR-based practice for 10 minutes per student. The submitted materials were analyzed using the qualitative content analysis method developed by Elo and Kyngäs. Results: The collected materials were classified into three themes, six categories, and 14 subcategories. Three themes are emerged: (1) amazing experiential learning about the human body, (2) challenges in VR-based anatomy education, and (3) expandability of VR-based anatomy education. These results showed that nursing students who participated in VR-based anatomy education experienced “amazing” experiential learning about the human body in this new approach, with the vividness and knowledge consolidation of VR. However, nursing students experienced challenges in VR-based anatomy education related to the unfamiliarity and limitations of VR. Furthermore, they experienced the expandability of VR-based anatomy education by strengthening learning motivation and new approach to nursing education. Conclusion This study will help in planning VR-based education in human anatomy by exploring the experiences of nursing students. It is suggested that VR-based education in human anatomy be expanded and implemented as part of regular anatomy practice within the curriculum rather than a one-time educational intervention.

PURPOSE: The purpose of this study was to identify the correlation among hope, physical symptoms, depressive mood, and quality of life and to examine the influence of hope on quality of life in young adults and patients in their prime who are on hemodialysis. METHODS: A secondary analysis using survey data was performed for 100 patients from 20-55 years of age treated in 10 local hemodialysis clinics. To measure hope, physical symptoms, depressive mood, and quality of life, Herth Hope Index, revised symptom scale, Hospital Anxiety and Depression Scale, and Satisfaction with Life Scale were utilized. Data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson correlation coefficient, and multiple regression. RESULTS: There were differences in the scores for hope according to income, job, and religion. Statistically significant relationships were found between hope and depressive mood, and between hope and quality of life. Hope predicted quality of life with the explanatory power of 43.4%. CONCLUSION: Results indicate that hope is a protective factor which has the potential to provide a clinically useful approach to helping patients with hemodialysis, especially, in young adults and patients in their prime. Interventions that support and facilitate hope need to be developed and tested.
Anxiety ; Depression* ; Hope* ; Humans ; Quality of Life* ; Renal Dialysis* ; Young Adult*

PURPOSE: The purpose of this study was to identify the relations among appropriateness of work, competency on student suicide and attitude toward suicide in health teachers. METHODS: This study was a cross-sectional descriptive one. The subjects were 193 health teachers. Self-administered questionnaires were used to measure the variables of this study. Descriptive statistics, independent t-test, one way ANOVA, Pearson correlation, and stepwise multiple regression with SAS 9.3 software were used for the data analysis. RESULTS: The attitude score toward suicide ranged from 1.47 to −1.03. The average score of appropriateness of work and competency related to student suicide were 2.34 and 2.81 respectively. Associated factors with competency related to student suicide among health teacher were appropriateness of work related to student suicide, two items of attitude toward suicide(suicide is an acceptable means to end an incurable illness and people who commit suicide are usually mentally ill), education level, education experience on suicide prevention and management, and the adjusted R2 of the regression model was 34.3%. CONCLUSION: Health teachers were not tolerable to student suicide. However, they evaluated themselves as low in the appropriateness and competency to the work on student suicide, especially in screening and counselling of high risk groups. The results of this study suggest that it is necessary to develop education programs about counseling and intervention on student suicide for health teachers.
Counseling ; Education ; Humans ; Mass Screening ; Statistics as Topic ; Suicide*

PURPOSE: The purpose of this study is to explore subjective perceptions of good nurses' images perceived by nursing students using Q-methodology and to identify characteristics by types and reflect them in nursing education. METHODS: Between December 21 and November 30, 2017, using Q-methodology, 31 nursing students from two universities sorted and rated 34 Q-statements on a nine-point scale according to the degree of their agreement. A data analysis was conducted using the PC-QUANL program. RESULTS: The images of good nurses, as perceived by nursing college students, were extracted into three types, each of which had unique characteristics; the cumulative variance was 55%. Three types were identified as “Task-oriented health professional type,” “Emotional companion type,” and “Flexible mediator type” respectively. CONCLUSION: This study investigated the significant differences of subjectivity in images of good nurses perceived by nursing college students. The results of this study can be applied to the development and application of a nursing education curriculum that helps nursing college students form positive nursing images and grow into competent nurses.
Curriculum ; Education, Nursing ; Friends ; Health Occupations ; Humans ; Nursing ; Statistics as Topic ; Students, Nursing

Purpose: This study’s objective was to investigate the effects of programs that improve adolescents’ body image, using a systematic review and meta-analysis. Methods: A literature search was performed in eleven electronic databases, using preferred reporting items for systematic reviews and meta-analysis guidelines. Population characteristics, contents of the programs, and measured outcomes were systematically reviewed from 21 selected studies. To estimate the size of the effects, meta-analysis was conducted using Comprehensive Meta-Analysis software. Results: The contents of the programs that aimed to improve body image included physical, psychological, interpersonal, and sociocultural interventions. Sixteen studies were meta-analyzed to estimate the effect size of body-image improvement programs. Results showed that the program for body-image improvement had significant effects on body satisfaction (effect size [ES] = 0.56, 95% confidence interval [CI] = 0.23 to 0.89), and body dissatisfaction (ES = - 0.15, 95% CI = - 0.23 to - 0.08). Conclusion The program for body image improvement in adolescents includes a combination of physical, psychological, interpersonal relationship, and socio-cultural dimensions. The program that seeks to improve body image appears to be effective at increasing body satisfaction, and at reducing body dissatisfaction in adolescents. Thus, it is necessary to develop and apply multidimensional programs for adolescents to have a positive body image.