PURPOSE: This study was done to describe the countertransference experience of nursing students in psychiatric nursing practice. METHODS: Data were analyzed using Strauss and Corbin's grounded theory. Individual in-depth interviews were conducted with 13 participants who were women nursing students. RESULTS: The core category was “narrowing mind distance with patients by exploring countertransference”. The countertransference experience process consisted of four sequential phases: exploring a countertransference, managing a countertransference, increasing understanding of patients, and establishing a trusting relationship. CONCLUSION: The results from the study contribute to promoting understanding of the countertransference experience of nursing students' during nursing practise and should be helpful in therapeutic communication competence education.
Countertransference (Psychology)* ; Education ; Female ; Grounded Theory ; Humans ; Mental Competency ; Nursing* ; Psychiatric Nursing* ; Students, Nursing*

Purpose: The purpose of this study was to explore the self-isolation experiences of nursing students with confirmed COVID-19 infections. Methods: This study used purposive sampling. The participants were 13 nursing students who self-isolated for COVID-19. Data were collected through video conference interviews and analyzed using grounded theory methods. Results: The 14 categories that emerged were analyzed by fitting them into a paradigmatic model. The central phenomenon was “emotional challenges of self-isolation”. The action/interaction strategies were “adhering to isolation protocols and working to recover”, “using the time as an opportunity to recharge and grow”, “making up for classroom deficits”, and “envisioning a future nurse”. The core category was “focusing on what I can do now to avoid falling behind”. This process was characterized by stages of embarrassment, instability, endurance, and resilience. Conclusion Missed classes due to self-isolation may contribute to student anxiety and depression, and educators should continue to make efforts to protect learning rights.

PURPOSE: This study purposed to identify the levels of self-awareness, other-awareness, interpersonal relation competence, and smartphone and Internet addiction and identify the influence of self-awareness, other-awareness, and interpersonal relations competence on smartphone and Internet addiction in nursing students. METHODS: Study participants were 479 nursing students who completing structured self-report questionnaires. Data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, Pearson's correlation coefficients, and multiple regression. RESULTS: The participants' smartphone addiction risk was shown to be 24.2%. Among the predictors, gender (β=−.11, p < .05), academic year (β=.15, p < .01), self-awareness (β=−.12, p < .05) other-awareness (β=.29, p < .001), and interpersonal relation competence (β=−.20, p < .001) had significant influences on smartphone addiction. The explanatory power of this regression model was 16.0%(F=10.21, p < .001). The participants' Internet addiction risk was shown to be 29.0%. Among the predictors, academic year (β=.12, p < .05), major satisfaction (β=−.17, p < .001), other-awareness (β=.22, p < .001), and interpersonal relation competence (β=−.18, p < .001) had significant influences on Internet addiction. The explanatory power of this regression model was 13.0% (F=8.48, p < .001). CONCLUSION: It is necessary to develop the early detection and monitoring of smartphone and Internet addiction among nursing students. In addition, specific programs focused on promoting self-awareness and other-awareness for smartphone and Internet addiction should be developed.
Humans ; Internet ; Interpersonal Relations ; Mental Competency ; Nursing ; Smartphone ; Students, Nursing

Purpose: The purpose of this study was to explore the self-expansion process of nursing students in an end-of-life experience program. Methods: Thirteen nursing students participated in the end-of-life experience program. Data were collected through video conference interviews and analysed using grounded theory methods. Results: A total of 13 categories emerged. They were analysed by fitting them into a paradigmatic model. The central phenomenon was ‘fear and dread of death’. Action/interaction strategies included ‘accepting death as part of life’, ‘living well to die well’, ‘taking a serious interest in end-of-life care’, and ‘preparing for a dignified death’. The core category was ‘facing the end of life and striving to be a better version of oneself’. This process had five stages: ‘avoidance thoughts of death’, ‘recognizing the existence of death’, ‘focusing on the present’, ‘preparing for a meaningful life’, and ‘growing inward’. Conclusion Understanding death can change one's perspective and contribute to the expansion of knowledge and professional competence. Thus, it is necessary to implement programs to improve death awareness among nursing students.

Purpose: The purpose of this study was to explore the self-expansion process of nursing students in an end-of-life experience program. Methods: Thirteen nursing students participated in the end-of-life experience program. Data were collected through video conference interviews and analysed using grounded theory methods. Results: A total of 13 categories emerged. They were analysed by fitting them into a paradigmatic model. The central phenomenon was ‘fear and dread of death’. Action/interaction strategies included ‘accepting death as part of life’, ‘living well to die well’, ‘taking a serious interest in end-of-life care’, and ‘preparing for a dignified death’. The core category was ‘facing the end of life and striving to be a better version of oneself’. This process had five stages: ‘avoidance thoughts of death’, ‘recognizing the existence of death’, ‘focusing on the present’, ‘preparing for a meaningful life’, and ‘growing inward’. Conclusion Understanding death can change one's perspective and contribute to the expansion of knowledge and professional competence. Thus, it is necessary to implement programs to improve death awareness among nursing students.

Purpose: The purpose of this study was to explore the self-expansion process of nursing students in an end-of-life experience program. Methods: Thirteen nursing students participated in the end-of-life experience program. Data were collected through video conference interviews and analysed using grounded theory methods. Results: A total of 13 categories emerged. They were analysed by fitting them into a paradigmatic model. The central phenomenon was ‘fear and dread of death’. Action/interaction strategies included ‘accepting death as part of life’, ‘living well to die well’, ‘taking a serious interest in end-of-life care’, and ‘preparing for a dignified death’. The core category was ‘facing the end of life and striving to be a better version of oneself’. This process had five stages: ‘avoidance thoughts of death’, ‘recognizing the existence of death’, ‘focusing on the present’, ‘preparing for a meaningful life’, and ‘growing inward’. Conclusion Understanding death can change one's perspective and contribute to the expansion of knowledge and professional competence. Thus, it is necessary to implement programs to improve death awareness among nursing students.

Purpose: The purpose of this study was to explore the self-expansion process of nursing students in an end-of-life experience program. Methods: Thirteen nursing students participated in the end-of-life experience program. Data were collected through video conference interviews and analysed using grounded theory methods. Results: A total of 13 categories emerged. They were analysed by fitting them into a paradigmatic model. The central phenomenon was ‘fear and dread of death’. Action/interaction strategies included ‘accepting death as part of life’, ‘living well to die well’, ‘taking a serious interest in end-of-life care’, and ‘preparing for a dignified death’. The core category was ‘facing the end of life and striving to be a better version of oneself’. This process had five stages: ‘avoidance thoughts of death’, ‘recognizing the existence of death’, ‘focusing on the present’, ‘preparing for a meaningful life’, and ‘growing inward’. Conclusion Understanding death can change one's perspective and contribute to the expansion of knowledge and professional competence. Thus, it is necessary to implement programs to improve death awareness among nursing students.

PURPOSE: This study was done to describe the return to work experience of military officers with cancer. METHODS: Individual in-depth interviews with 15 participants were conducted between September 2013 and April 2014. Participants were interviewed 1~4 times; interviews continued until the data became saturated. Data were analyzed using Strauss and Corbin's grounded theory. RESULTS: The core category emerged as "living a new life after enduring difficulties". The return to work process consisted of four sequential phases: chaos, positive thought formation, behavior practices, and reformation. Action/interaction strategies used by military officers with cancer to resolve enduring difficulties were controlling emotions, accepting reality, prioritizing health, making efforts to improve relationships, and looking for future jobs. CONCLUSION: These results will promote understanding of military officers' return to work experience following cancer survival, and will be helpful in developing more effective nursing interventions through enhanced perspectives and insights of practitioners.
Adult ; Female ; Health Behavior ; Humans ; Interviews as Topic ; Male ; Middle Aged ; Military Personnel/*psychology ; Neoplasms/*diagnosis/pathology ; Return to Work ; Social Support

Purpose: The purpose of this study was to explore the experience of self-awareness of nursing students through a short-term overseas language study.
Methods: Study subjects were 10 nursing students, and collected data were analyzed with open coding, axial coding, selective coding, and process analysis based on Strauss and Corbin's grounded theory (1998).
Results: In total, 23 sub-categories and 12 categories were generated. The 12 categories included "Longing for a bigger world", "Don't want to be intimidated", "Interest in English", "Tension about local classes", "Feeling of pushing the limit", "Getting along with natives", “Making Korean American University students a role model", "Self-observe confronting unfamiliarity", "Self-encourage about enduring hardships", "Self-expansion for a better self", "Recognize self-transformation", "Focusing on the reality". Nursing students' self-awareness experience through a short-term overseas language study was a process of solving the phenomenon of 'feeling of pushing the limit', and a derived core category was 'surpass the feeling of pushing the limit and take a step forward'.
Conclusion Study participants experienced self-awareness. These results will not only expand our understanding about self-awareness of nursing students and educators but will also provide information for developing a short-term overseas study program.

Purpose: The purpose of this study was to explore the experience of self-awareness of nursing students through a short-term overseas language study.
Methods: Study subjects were 10 nursing students, and collected data were analyzed with open coding, axial coding, selective coding, and process analysis based on Strauss and Corbin's grounded theory (1998).
Results: In total, 23 sub-categories and 12 categories were generated. The 12 categories included "Longing for a bigger world", "Don't want to be intimidated", "Interest in English", "Tension about local classes", "Feeling of pushing the limit", "Getting along with natives", “Making Korean American University students a role model", "Self-observe confronting unfamiliarity", "Self-encourage about enduring hardships", "Self-expansion for a better self", "Recognize self-transformation", "Focusing on the reality". Nursing students' self-awareness experience through a short-term overseas language study was a process of solving the phenomenon of 'feeling of pushing the limit', and a derived core category was 'surpass the feeling of pushing the limit and take a step forward'.
Conclusion Study participants experienced self-awareness. These results will not only expand our understanding about self-awareness of nursing students and educators but will also provide information for developing a short-term overseas study program.