Purpose: Psychiatric nurses lack experience caring for patients with acute physical illnesses. Notably, they are expected to have experienced burnout when they were taking care of mentally ill patients infected with COVID-19. This study aimed to determine the impact of infection control knowledge, emergency nursing competency, and infection prevention environment on burnout. Methods: This survey was conducted on 127 psychiatric nurses from February to March 2023 using a structured self-report questionnaire. The collected data were analyzed through multiple regression analysis using the SPSS 28.0 program. Results: The subject's burnout score was 2.83 out of 5, infection control knowledge was 0.69 out of 1, emergency nursing competency was 2.80 out of 4, and infection prevention environment was 3.83 out of 5. Regression analysis showed infection control knowledge (β=-.17, p=.048) and nurses’ self-perceived efficacy in responding to an emergency (β=.26, p=.002) were factors affecting burnout, and the explanatory power for burnout was 9% (F=7.22, p<.001). Conclusion Based on these results, we believe that infection control is needed. In addition, rather than simply providing education to increase nurses' emergency nursing competence, educational measures are needed to increase nurses' sense of efficacy in responding to emergencies.

No abstract available.
Aged ; Chronic Disease ; Female ; Gastroparesis/complications/*diagnosis/radiography ; Gastroscopy ; Hernia, Diaphragmatic/complications/*diagnosis ; Humans ; Stomach Volvulus/*diagnosis/etiology/surgery ; Tomography, X-Ray Computed

Purpose: This study is descriptive research aiming to identify factors influencing the stigma experienced by college students with coronavirus disease 2019 (COVID-19), focusing on COVID-19 pandemic stress, depression, and fear of negative evaluation as the main variables. Methods: An online survey was administered to 175 college students who had been diagnosed with COVID-19 from January to May 2022 and were enrolled in universities in Seoul, Cheongju, and Daegu, South Korea. The survey collected data on pandemic stress, depression, fear of negative evaluation, and stigma. The data were analyzed using the t-test, ANOVA, the Scheffé test, Pearson’s correlation coefficients, and stepwise multiple regression in SPSS/WIN 26.0. Results: We analyzed differences in stigma scores based on general characteristics of the college students and found significant differences in stigma scores by age, major satisfaction, interpersonal satisfaction, date of COVID-19 confirmation, treatment modality, and recent subjective health condition. Factors influencing stigmatization were identified as COVID-19 pandemic stress, depression, date of COVID-19 confirmation, treatment modality, recent subjective health condition, and major satisfaction, with an overall explanatory power of 37.6%. Conclusion This study is significant as it identifies emotional changes across various aspects of pandemic stress, depression, fear of negative evaluation, and stigma among college students who have been diagnosed with COVID-19. The findings of this study suggest the development of programs to reduce psychological distress and enhance mental health management skills among these students.

Increasing epidemiological evidence suggests that maternal nutrition and environmental exposure early in development play an important role in susceptibility to disease in later life. In addition, these disease outcomes seem to pass through subsequent generations. Epigenetic modifications provide a potential link between the nutrition status during critical periods in development and changes in gene expression that may lead to disease phenotypes. An increasing body of evidence from experimental animal studies supports the role of epigenetics in disease susceptibility during critical developmental periods, including periconceptional period, gestation, and early postnatal period. The rapid improvements in genetic and epigenetic technologies will allow comprehensive investigations of the relevance of these epigenetic phenomena in human diseases.
Animals ; Critical Period (Psychology) ; Disease Susceptibility ; Environmental Exposure ; Epigenomics* ; Family Characteristics ; Gene Expression ; Humans ; Nutritional Status ; Phenotype ; Pregnancy

Purpose: This study aimed to explore nursing students' experiences of neonatal nursing simulations using peer tutoring. Methods: In this qualitative content analysis study, data were collected using a narrative survey and focus group interviews with 27 third-year nursing students and six fourth-year nursing students from April to May 2022. Content analysis of the collected data was conducted. Results: Four categories—"stabilizing emotionally through each other", "advancing together", "difficulties in relationships", and "hoping to continue"—and nine sub-categories were extracted. The sub-categories "reduced burden" and "gaining confidence" were grouped into the first category, "stabilizing emotionally through each other". The sub-categories "being motivated to learn," "increased learning ability", and "preparation as a process" were grouped under "advancing together", and "attitudes affecting study environment" and "depending on help" were grouped into the third category of "difficulties in relationships". The fourth category of "hoping to continue" had "wanting to supplement for development" and "wanting to participate in different roles" as sub-categories. Conclusion Based on the results of this study, we expect pediatric nursing practicum education to improve through the active use of neonatal nursing simulation education incorporating peer tutoring.

Background: The coronavirus disease-2019 (COVID-19) pandemic has led to restrictions on daily living including social distancing. These restrictions had an impact on the individual's healthy lifestyle and health status. We investigated the associated factors with changes of metabolic abnormalities among general population in COVID-19. Methods: The participants were 43,639 people who received health check-ups twice in 2019 and 2021 during COVID-19 pandemic, at 16 health promotion centers. Metabolic abnormalities were identified according to the third report of the cholesterol education program criteria. Multiple logistic regression analysis was performed to confirm the factors related to changes of metabolic abnormalities during COVID-19. Results: Metabolic syndrome and metabolic abnormalities increased overall during the COVID-19 pandemic. This increase was mostly appeared in males. The occurrence of metabolic syndrome during COVID-19 was associated with 50s and older age (odds ratio [OR], 1.130; 95% confidence interval [CI], 1.019-1.254), attempt to quit smoking (OR, 1.467; 95% CI, 1.171-1.839), start smoking (OR, 1.251; 95% CI, 1.110-1.412), decrease in aerobic exercise (OR, 1.328; 95% CI, 1.162-1.517), and increase in strength exercise (OR, 0.704; 95% CI, 0.592-0.838). Conclusions The metabolic syndrome is closely related to smoking experience and lack of exercise during COVID-19.

Purpose: This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. Methods: A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Results: Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Conclusion Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students’ knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed.

Purpose: This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. Methods: A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Results: Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Conclusion Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students’ knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed.

Purpose: This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. Methods: A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Results: Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Conclusion Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students’ knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed.