Purpose: The purpose of this study was to investigate the impact of nurse educators’ competency on their job satisfaction. Methods: The subjects of this study were nurses in charge of nursing education at the general hospital level or higher organization. Data were collected via an online survey from May 3 to May 20, 2024, from 91 respondents. The survey questionnaires included general characteristics, competency, and job satisfaction. Descriptive statistics, Pearson’s correlation coefficients, t-tests, and simple linear regression were performed using SPSS 21. Results: There was a positive correlation between nurse educators’ competency and job satisfaction. Specifically, professional knowledge (r=.47, p<.001), research competency (r=.47, p<.001), task standardization competency (r=.46, p<.001), communication skills (r=.42, p<.001), and educational implementation competency (r=.42, p<.001) showed positive correlations with job satisfaction. The differences in competency based on completing the advanced nurse training course was not significant (t=-1.46, p=.149).However, competency level was found to significantly affect job satisfaction (β=.49, p<.001). Conclusion The study highlights the need for competency-based education programs to strengthen nurse educators’ qualifications systematically.

Purpose: The purpose of this study was to investigate the impact of nurse educators’ competency on their job satisfaction. Methods: The subjects of this study were nurses in charge of nursing education at the general hospital level or higher organization. Data were collected via an online survey from May 3 to May 20, 2024, from 91 respondents. The survey questionnaires included general characteristics, competency, and job satisfaction. Descriptive statistics, Pearson’s correlation coefficients, t-tests, and simple linear regression were performed using SPSS 21. Results: There was a positive correlation between nurse educators’ competency and job satisfaction. Specifically, professional knowledge (r=.47, p<.001), research competency (r=.47, p<.001), task standardization competency (r=.46, p<.001), communication skills (r=.42, p<.001), and educational implementation competency (r=.42, p<.001) showed positive correlations with job satisfaction. The differences in competency based on completing the advanced nurse training course was not significant (t=-1.46, p=.149).However, competency level was found to significantly affect job satisfaction (β=.49, p<.001). Conclusion The study highlights the need for competency-based education programs to strengthen nurse educators’ qualifications systematically.

Purpose: The purpose of this study was to investigate the impact of nurse educators’ competency on their job satisfaction. Methods: The subjects of this study were nurses in charge of nursing education at the general hospital level or higher organization. Data were collected via an online survey from May 3 to May 20, 2024, from 91 respondents. The survey questionnaires included general characteristics, competency, and job satisfaction. Descriptive statistics, Pearson’s correlation coefficients, t-tests, and simple linear regression were performed using SPSS 21. Results: There was a positive correlation between nurse educators’ competency and job satisfaction. Specifically, professional knowledge (r=.47, p<.001), research competency (r=.47, p<.001), task standardization competency (r=.46, p<.001), communication skills (r=.42, p<.001), and educational implementation competency (r=.42, p<.001) showed positive correlations with job satisfaction. The differences in competency based on completing the advanced nurse training course was not significant (t=-1.46, p=.149).However, competency level was found to significantly affect job satisfaction (β=.49, p<.001). Conclusion The study highlights the need for competency-based education programs to strengthen nurse educators’ qualifications systematically.

Purpose: The purpose of this study was to investigate the impact of nurse educators’ competency on their job satisfaction. Methods: The subjects of this study were nurses in charge of nursing education at the general hospital level or higher organization. Data were collected via an online survey from May 3 to May 20, 2024, from 91 respondents. The survey questionnaires included general characteristics, competency, and job satisfaction. Descriptive statistics, Pearson’s correlation coefficients, t-tests, and simple linear regression were performed using SPSS 21. Results: There was a positive correlation between nurse educators’ competency and job satisfaction. Specifically, professional knowledge (r=.47, p<.001), research competency (r=.47, p<.001), task standardization competency (r=.46, p<.001), communication skills (r=.42, p<.001), and educational implementation competency (r=.42, p<.001) showed positive correlations with job satisfaction. The differences in competency based on completing the advanced nurse training course was not significant (t=-1.46, p=.149).However, competency level was found to significantly affect job satisfaction (β=.49, p<.001). Conclusion The study highlights the need for competency-based education programs to strengthen nurse educators’ qualifications systematically.

No abstract available.
Humans ; Peripheral Nervous System Diseases* ; Pneumoconiosis*

No abstract available.
Cleidocranial Dysplasia* ; Leukemia*

PURPOSE: In the present study, an unusual case of traumatic retinopathy presenting as acute macular neuroretinopathy was reported. CASE SUMMARY: A 69-year-old male was involved in a car accident and experienced a left 5th rib fracture. There was no direct ocular trauma. However, after the accident he noticed paracentral scotoma and loss of vision in his left eye. At initial examination 4 days after the trauma, central visual acuity was hand motion and visual field test revealed central scotoma in the left eye. Spectral domain optical coherence tomography showed hyper-reflectivity of the outer nuclear layer and disruption of the ellipsoid zone. Fluorescein angiography did not show any leakage or vascular damage but near-infrared autofluorescence imaging showed a dark lesion in the macular area. Visual acuity was improved to 0.2 at 2 weeks after trauma and 0.6 at 6 months after trauma while mild ellipsoid zone defect and visual field defect persisted. CONCLUSIONS: Traumatic retinopathy presenting as acute macular neuroretinopathy is an uncommon disease causing paracentral scotomas after non-ocular trauma, and to the best of our knowledge, this is the first reported case in Korea.
Aged ; Fluorescein Angiography ; Hand ; Humans ; Korea ; Male ; Optical Imaging ; Rib Fractures ; Scotoma ; Tomography, Optical Coherence ; Visual Acuity ; Visual Field Tests ; Visual Fields

The fornix is the major white-matter outflow tract from the hippocampus; it has a significant role in cognitive function. It is readily imaged via magnetic resonance imaging; its main parts are the crura, commissure, body, and columns. In this pictorial essay, we describe and illustrate the functional and imaging anatomy of the fornix and limbic system, as well as various disease entities involving the fornix.

The fornix is the major white-matter outflow tract from the hippocampus; it has a significant role in cognitive function. It is readily imaged via magnetic resonance imaging; its main parts are the crura, commissure, body, and columns. In this pictorial essay, we describe and illustrate the functional and imaging anatomy of the fornix and limbic system, as well as various disease entities involving the fornix.

Purpose: Differentiating between glioblastoma and solitary metastasis is very important for the planning of further workup and treatment. We assessed the ability of various morphological parameters using conventional MRI and diffusion-based techniques to distinguish between glioblastomas and solitary metastases in tumoral and peritumoral regions. Materials and Methods: We included 38 patients with solitary brain tumors (21 glioblastomas, 17 solitary metastases). To find out if there were differences in the morphologic parameters of enhancing tumors, we analyzed their shape, margins, and enhancement patterns on postcontrast T1-weighted images. During analyses of peritumoral regions, we assessed the extent of peritumoral non-enhancing lesion on T2- and postcontrast T1-weighted images. We also aimed to detect peritumoral neoplastic cell infiltration by visual assessment of T2-weighted and diffusionbased images, including DWI, ADC maps, and exponential DWI, and evaluated which sequence depicted peritumoral neoplastic cell infiltration most clearly. Results: The shapes, margins, and enhancement patterns of tumors all significantly differentiated glioblastomas from metastases. Glioblastomas had an irregular shape, ill-defined margins, and a heterogeneous enhancement pattern; on the other hand, metastases had an ovoid or round shape, well-defined margins, and homogeneous enhancement. Metastases had significantly more extensive peritumoral T2 high signal intensity than glioblastomas had. In visual assessment of peritumoral neoplastic cell infiltration using T2-weighted and diffusion-based images, all sequences differed significantly between the two groups. Exponential DWI had the highest sensitivity for the diagnosis of both glioblastoma (100%) and metastasis (70.6%). A combination of exponential DWI and ADC maps was optimal for the depiction of peritumoral neoplastic cell infiltration in glioblastoma. Conclusion In the differentiation of glioblastoma from solitary metastatic lesions, visual morphologic assessment of tumoral and peritumoral regions using conventional MRI and diffusion-based techniques can also offer diagnostic information.