PURPOSE: This study aimed to develop a web-based cost management program for visiting nursing centers (CMP-VNC), using time-driven activity-based costing (TD-ABC), and to analyze effects of the program. METHODS: The CMP-VNC was developed using the combined prototyping approach and system developing life cycle method following four stages: need analysis with comprehensive literature reviews and focus group interviews, design and development of program algorithm, evaluation of the developed program validity using experts and users group, and application and effects analysis. The non-equivalent control group pretest-posttest design was used to analyze the effects of the program. The program demonstration was conducted for four weeks with 60 visiting nurses in 35 visiting centers. RESULTS: The web-based program was developed. It has five interfaces with basic and special functions using TD-ABC, namely, input, visiting nursing activity, visiting nursing activity cost, cost efficiency, and cost calculation report. The experimental group showed significantly higher cost perception and cost confidence than control group. CONCLUSION We found that the CMP-VNC can be an effective tool to increase visiting nurses' competency of costing and enhance efficiencies of visiting nursing centers.

PURPOSE: This study aimed to develop a web-based cost management program for visiting nursing centers (CMP-VNC), using time-driven activity-based costing (TD-ABC), and to analyze effects of the program. METHODS: The CMP-VNC was developed using the combined prototyping approach and system developing life cycle method following four stages: need analysis with comprehensive literature reviews and focus group interviews, design and development of program algorithm, evaluation of the developed program validity using experts and users group, and application and effects analysis. The non-equivalent control group pretest-posttest design was used to analyze the effects of the program. The program demonstration was conducted for four weeks with 60 visiting nurses in 35 visiting centers. RESULTS: The web-based program was developed. It has five interfaces with basic and special functions using TD-ABC, namely, input, visiting nursing activity, visiting nursing activity cost, cost efficiency, and cost calculation report. The experimental group showed significantly higher cost perception and cost confidence than control group. CONCLUSION: We found that the CMP-VNC can be an effective tool to increase visiting nurses' competency of costing and enhance efficiencies of visiting nursing centers.
Costs and Cost Analysis ; Focus Groups ; Internet ; Life Cycle Stages ; Methods ; Nurses, Community Health ; Nursing

Purpose: The COVID-19 pandemic significantly impacted clinical practicums for nursing students, especially in mental health nursing, resulting in cancellations due to infection risks. In response, online and VR simulations emerged as appealing alternatives that cater to the preferences of digital-native learners. This study aimed to evaluate a VR-based mental health nursing simulation program. Methods: The study utilized a non-equivalent control group pretest-posttest design and was conducted within nursing education institutions. Fifty-four fourth-year nursing students, who had theoretical knowledge but lacked clinical experience, participated after providing informed consent. The program consisted of six thematic modules that simulated real-world scenarios, and its effectiveness was assessed using repeated measures ANOVA. Results: The findings revealed significant improvements in knowledge related to mental health disorders, learning flow, and overall satisfaction. The program successfully bridged the gap between theoretical and practical learning, enhancing students' skills and confidence in patient interactions and therapeutic nursing interventions. Conclusion The simulation education program effectively served as a bridge between theoretical learning and practical application, providing students with a valuable educational experience. By improving students' abilities and confidence in engaging with patients and delivering therapeutic nursing interventions, the program demonstrated its potential to connect classroom learning with real-world clinical practice in mental health nursing.

Purpose: The COVID-19 pandemic significantly impacted clinical practicums for nursing students, especially in mental health nursing, resulting in cancellations due to infection risks. In response, online and VR simulations emerged as appealing alternatives that cater to the preferences of digital-native learners. This study aimed to evaluate a VR-based mental health nursing simulation program. Methods: The study utilized a non-equivalent control group pretest-posttest design and was conducted within nursing education institutions. Fifty-four fourth-year nursing students, who had theoretical knowledge but lacked clinical experience, participated after providing informed consent. The program consisted of six thematic modules that simulated real-world scenarios, and its effectiveness was assessed using repeated measures ANOVA. Results: The findings revealed significant improvements in knowledge related to mental health disorders, learning flow, and overall satisfaction. The program successfully bridged the gap between theoretical and practical learning, enhancing students' skills and confidence in patient interactions and therapeutic nursing interventions. Conclusion The simulation education program effectively served as a bridge between theoretical learning and practical application, providing students with a valuable educational experience. By improving students' abilities and confidence in engaging with patients and delivering therapeutic nursing interventions, the program demonstrated its potential to connect classroom learning with real-world clinical practice in mental health nursing.

Purpose: The COVID-19 pandemic significantly impacted clinical practicums for nursing students, especially in mental health nursing, resulting in cancellations due to infection risks. In response, online and VR simulations emerged as appealing alternatives that cater to the preferences of digital-native learners. This study aimed to evaluate a VR-based mental health nursing simulation program. Methods: The study utilized a non-equivalent control group pretest-posttest design and was conducted within nursing education institutions. Fifty-four fourth-year nursing students, who had theoretical knowledge but lacked clinical experience, participated after providing informed consent. The program consisted of six thematic modules that simulated real-world scenarios, and its effectiveness was assessed using repeated measures ANOVA. Results: The findings revealed significant improvements in knowledge related to mental health disorders, learning flow, and overall satisfaction. The program successfully bridged the gap between theoretical and practical learning, enhancing students' skills and confidence in patient interactions and therapeutic nursing interventions. Conclusion The simulation education program effectively served as a bridge between theoretical learning and practical application, providing students with a valuable educational experience. By improving students' abilities and confidence in engaging with patients and delivering therapeutic nursing interventions, the program demonstrated its potential to connect classroom learning with real-world clinical practice in mental health nursing.

Purpose: The COVID-19 pandemic significantly impacted clinical practicums for nursing students, especially in mental health nursing, resulting in cancellations due to infection risks. In response, online and VR simulations emerged as appealing alternatives that cater to the preferences of digital-native learners. This study aimed to evaluate a VR-based mental health nursing simulation program. Methods: The study utilized a non-equivalent control group pretest-posttest design and was conducted within nursing education institutions. Fifty-four fourth-year nursing students, who had theoretical knowledge but lacked clinical experience, participated after providing informed consent. The program consisted of six thematic modules that simulated real-world scenarios, and its effectiveness was assessed using repeated measures ANOVA. Results: The findings revealed significant improvements in knowledge related to mental health disorders, learning flow, and overall satisfaction. The program successfully bridged the gap between theoretical and practical learning, enhancing students' skills and confidence in patient interactions and therapeutic nursing interventions. Conclusion The simulation education program effectively served as a bridge between theoretical learning and practical application, providing students with a valuable educational experience. By improving students' abilities and confidence in engaging with patients and delivering therapeutic nursing interventions, the program demonstrated its potential to connect classroom learning with real-world clinical practice in mental health nursing.