Purpose: To investigate effects of a stepwise combined biofeedback training program (SCBT) including physiological response-focused training and brainwave change-focused training based on the Reflection and Reflexion model on attention and self-control of male high school students. Methods: This research employed a non-equivalent control group pretest-posttest design. A total of 54 students from two cities in South Korea were divided into experimental, comparison, and control groups. The training consisted of ten sessions over five weeks. The experimental group participated in the SCBT, while the comparison group only engaged in physiological response-focused training. Physiological attention rate and span were used in this study to quantify attention. These measures were calculated using physiological responses. Self-control was assessed using a self-report questionnaire and changes of brainwaves in the experimental group. Data were analyzed using the statistical software SPSS/WIN 25.0. Results: Physiological attention rate, physiological attention span, and self-control scores were significantly different across the three groups. Furthermore, in the experimental group, there was a significant increase in the mean amplitude of the alpha and SMR wave while high-beta waves exhibited a notable drop. Conclusion The present study reveals that the SCBT can serve as a distinct nursing intervention to enhance attention and self-control among high school students.

Purpose: To investigate effects of a stepwise combined biofeedback training program (SCBT) including physiological response-focused training and brainwave change-focused training based on the Reflection and Reflexion model on attention and self-control of male high school students. Methods: This research employed a non-equivalent control group pretest-posttest design. A total of 54 students from two cities in South Korea were divided into experimental, comparison, and control groups. The training consisted of ten sessions over five weeks. The experimental group participated in the SCBT, while the comparison group only engaged in physiological response-focused training. Physiological attention rate and span were used in this study to quantify attention. These measures were calculated using physiological responses. Self-control was assessed using a self-report questionnaire and changes of brainwaves in the experimental group. Data were analyzed using the statistical software SPSS/WIN 25.0. Results: Physiological attention rate, physiological attention span, and self-control scores were significantly different across the three groups. Furthermore, in the experimental group, there was a significant increase in the mean amplitude of the alpha and SMR wave while high-beta waves exhibited a notable drop. Conclusion The present study reveals that the SCBT can serve as a distinct nursing intervention to enhance attention and self-control among high school students.

Purpose: To investigate effects of a stepwise combined biofeedback training program (SCBT) including physiological response-focused training and brainwave change-focused training based on the Reflection and Reflexion model on attention and self-control of male high school students. Methods: This research employed a non-equivalent control group pretest-posttest design. A total of 54 students from two cities in South Korea were divided into experimental, comparison, and control groups. The training consisted of ten sessions over five weeks. The experimental group participated in the SCBT, while the comparison group only engaged in physiological response-focused training. Physiological attention rate and span were used in this study to quantify attention. These measures were calculated using physiological responses. Self-control was assessed using a self-report questionnaire and changes of brainwaves in the experimental group. Data were analyzed using the statistical software SPSS/WIN 25.0. Results: Physiological attention rate, physiological attention span, and self-control scores were significantly different across the three groups. Furthermore, in the experimental group, there was a significant increase in the mean amplitude of the alpha and SMR wave while high-beta waves exhibited a notable drop. Conclusion The present study reveals that the SCBT can serve as a distinct nursing intervention to enhance attention and self-control among high school students.

Purpose: To investigate effects of a stepwise combined biofeedback training program (SCBT) including physiological response-focused training and brainwave change-focused training based on the Reflection and Reflexion model on attention and self-control of male high school students. Methods: This research employed a non-equivalent control group pretest-posttest design. A total of 54 students from two cities in South Korea were divided into experimental, comparison, and control groups. The training consisted of ten sessions over five weeks. The experimental group participated in the SCBT, while the comparison group only engaged in physiological response-focused training. Physiological attention rate and span were used in this study to quantify attention. These measures were calculated using physiological responses. Self-control was assessed using a self-report questionnaire and changes of brainwaves in the experimental group. Data were analyzed using the statistical software SPSS/WIN 25.0. Results: Physiological attention rate, physiological attention span, and self-control scores were significantly different across the three groups. Furthermore, in the experimental group, there was a significant increase in the mean amplitude of the alpha and SMR wave while high-beta waves exhibited a notable drop. Conclusion The present study reveals that the SCBT can serve as a distinct nursing intervention to enhance attention and self-control among high school students.

PURPOSE: The purpose of this study was to investigate factors influencing clinical competence in nursing students. METHOD: The participants were 125 nursing students and data were collected from October 8 to December 18, 2010 using questionnaires with. Collected data were analyzed using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient and stepwise multiple regression. RESULTS: There were significant correlations for creativity, problem-solving ability, self-directed learning ability, and clinical competence. The factor influencing clinical competence the most was creativity, followed by problem-solving ability, self-directed learning ability, and grade point average score. The regression model explained 37% of variance in clinical competence. CONCLUSION: The results indicate that for improvement in the clinical competence of nursing students, it is necessary to develop strategies and education programs to enhance creativity, problem-solving ability, and self-directed learning ability.
Clinical Competence* ; Creativity ; Education ; Humans ; Learning ; Nursing* ; Surveys and Questionnaires ; Students, Nursing*

PURPOSE: The aim of this study is to identify Korean high school students' health behaviors and perceived stress and to examine effects of their health behaviors on their stress perception. METHODS: The subjects were 33,744 high school students who participated in the 11th Korea youth risk behavior web-based survey 2015 in Korea. Data were analyzed using complex samples analysis with the PASW 18.0 program. The questionnaire utilized in this study is designed to find the subjects' general characteristics, health behaviors, and perceived stress. RESULTS: The prevalence of subjects with high level stress was 38.9%(n=13,137) in this study. There were significant differences in the general characteristics and stress perception among the Korean high school students in terms of gender, grade, school achievement, family's affluence, mother's education, perceived happiness, perceived health status, and stressor. The variables of health behaviors of Korean high school students were significantly different from stress perception. Under complex samples logistic regression, predictive factors of stress for the high school students include gender, grade, father's education, family's affluence, living arrangement, perceived health status, perceived happiness, current smoking, current alcohol experience, and enough sleep. CONCLUSION: The study suggests multilateral efforts are needed to help high school students' stress management including health behaviors for high school students.
Adolescent ; Education ; Happiness ; Health Behavior ; Humans ; Korea ; Logistic Models ; Prevalence ; Residence Characteristics ; Risk-Taking ; Smoke ; Smoking

Purpose: The purpose of this study was to identify the effects of brain-wave biofeedback training nursing intervention (NFT) upon enhancing self-regulation response in adolescence with emotional behavior problems in school. Methods: A quasi-experimental design was conducted. The participants were assigned to the experimental group (n=24) or the control group (n=24). The experimental group additionally received NFT. The NFT was conducted 10 sessions for 30 minutes per session with the band reward and inhibit training which matched their Quantitative Electroencephalography (QEEG), participant’s demand and chief complaint. Data were collected with QEEG and heart rate variability (HRV) in physiological response, self-efficacy in cognitive response, depression in emotional response, impulsivity and delay gratification in behavioral response of self-regulation. Results: The general characteristics and the pre-test scores of two groups were all homogeneous. The experimental group was reported to be significantly higher in QEEG homeostasis, HRV homeostasis, self-efficacy, and delay gratification than the control group. The experimental group was reported to be significantly lower in depression and impulsivity. Conclusion The results indicate that NFT using brain cognitive neuroscience approach is effective in enhancing self-regulation response. Therefore, this nursing intervention using brain cognitive neuroscience approach can be applied as an effective self-regulation nursing intervention for adolescents with emotional behavior problems in communities for adaptive life.

Chronic liver disease causes hemodynamic changes in the body depending on the degree of progression. These hemodynamic changes begin with splanchnic vasodilation, with complications beginning to appear as the hyperdynamic changes occur. As chronic liver disease progresses, increased splanchnic vasodilation and hyperdynamic changes worsen portal hypertension and help cause or worsen chronic liver disease complications, such as ascites. Ultimately, the effective plasma volume and blood pressure decrease in the terminal stage.

Purpose: Diabulimia is a serious problem that can cause a variety of complications in adolescents with type 1 diabetes. The purpose of this study was to evaluate the effectiveness of Internet-based cognitive behavioral therapy program for adolescents with diabulimia. Methods: A randomized controlled trial was conducted on 38 adolescents aged between 13 and 18 years with type 1 diabetes who scored 20 or higher on the Diabetes Eating Problem SurveyRevised (DEPS-R). The experimental group received eight sessions of an Internet-based cognitive behavioral therapy. Results: Immediately after the intervention and four weeks later, the experimental group demonstrated significant reductions in automatic thoughts, depression,and diabetic eating disorder behavior with an increase in body satisfaction compared to the control group. Conclusion The Internet-based cognitive behavioral therapy for adolescents with diabulimia used various techniques to find dysfunctional thoughts that could induce negative emotions and behaviors based on actual experience. When delivered via the Internet, it provided participants with unrestricted access in terms of both time and location.

Purpose: Diabulimia is a serious problem that can cause a variety of complications in adolescents with type 1 diabetes. The purpose of this study was to evaluate the effectiveness of Internet-based cognitive behavioral therapy program for adolescents with diabulimia. Methods: A randomized controlled trial was conducted on 38 adolescents aged between 13 and 18 years with type 1 diabetes who scored 20 or higher on the Diabetes Eating Problem SurveyRevised (DEPS-R). The experimental group received eight sessions of an Internet-based cognitive behavioral therapy. Results: Immediately after the intervention and four weeks later, the experimental group demonstrated significant reductions in automatic thoughts, depression,and diabetic eating disorder behavior with an increase in body satisfaction compared to the control group. Conclusion The Internet-based cognitive behavioral therapy for adolescents with diabulimia used various techniques to find dysfunctional thoughts that could induce negative emotions and behaviors based on actual experience. When delivered via the Internet, it provided participants with unrestricted access in terms of both time and location.