Purpose: The purpose of this study was to investigate the influence and relationship among anxiety, depression, self-esteem, and quality of life, along with factors affecting quality of life, on patients with rheumatoid arthritis. Methods: This study was a cross-sectional descriptive study, and 200 individuals with rheumatoid arthritis who visited a single university hospital as outpatients were recruited through convenience sampling. Using a structured questionnaire, a survey was conducted regarding the general characteristics, anxiety, depression, self-esteem, and quality of life. Collected data were analyzed using t-test, ANOVA, and regression analysis. Results: Results showed that lower levels of anxiety or depression and higher levels of self-esteem were associated with improved quality of life. Depression was identified as the main factor affecting quality of life, followed by anxiety, glucocorticoid treatment, time elapsed after diagnosis, and occupational status. Conclusion These findings confirmed that depression, anxiety, and glucocorticoid medication are factors influencing quality of life in patients with rheumatoid arthritis, Duration since diagnosis, and occupation should be considered in order to improve the quality of life of these patients with rheumatoid arthritis. The occupation and treatment-related characteristics of the patients must be considered, with particular focus on depression and anxiety.

Objectives: Academic electronic medical records (AEMRs) can be utilized for a variety of educational programs that can enhance nursing students’ nursing informatics and clinical reasoning competencies. This study aimed to identify the applicability and effectiveness of simulation education incorporating AEMRs. Methods: We developed simulation education scenarios incorporating AEMRs and evaluated them with 76 third- and fourth-year nursing students from five nursing schools using a mixed-methods design. We incorporated three simulation case scenarios involving preeclampsia, diabetes mellitus, and myocardial infarction into the AEMRs. After the simulation education, participants’ feedback on the usability of the AEMR system and their self-efficacy for AEMR utilization were collected via self-reported surveys. Subsequently, the simulation education incorporating AEMRs was evaluated through a focus group interview. The survey data were examined using descriptive statistics, and thematic analysis was done for the focus group interview data. Results: The average mean scores for the AEMR system’s usability and participants’ self-efficacy for AEMR utilization were 5.36 of 7 and 3.96 of 5, respectively. According to the focus group interviews, the participants were satisfied with the simulation education incorporating AEMRs and recognized their confidence in AEMR utilization. In addition, participants addressed challenges to simulation education incorporating AEMRs, including the need for pre-education and AEMR utilization difficulties. Conclusions Nursing students weresatisfied with and recognized the value of simulation education incorporating AEMRs. Although the actual application ofsimulation education incorporating AEMRs remains challenging, further research can help develop and implement this approachfor nursing students.