PURPOSE: The purpose of study was to compare perceived nursing needs between patients having spinal surgery and the nurses caring for them. METHOD: The participants were from three general hospitals, 71 patients who were having spinal surgery and 63 nurses. Data were collected from September 18 to November 17, 2006. Frequencies, mean, and t-test with the SPSS PC 14.0 program were used to analyze the collected data. RESULTS: The score for perceived nursing needs during pre-op care was significantly different between the patients and nurses (t= -2.515, p= .013). The perceived nursing needs did not show significant differences in scores of perceived nursing needs at post-op or discharge. CONCLUSION: The results provide primary data to improve the quality of nursing care, plan, and implement appropriate nursing care for patients undergoing spinal surgery.
Hospitals, General ; Humans ; Nursing Care ; Spine

Purpose: The purpose of this study was to evaluate the effectiveness of a mental health program utilizing Instagram for nursing students. Methods: A non-equivalent control group pretest-posttest design was used. Fifty-seven nursing students who enrolled in a university during the COVID-19 pandemic in South Korea participated in the study: 30 nursing students (26 females and 4 males) in the experimental group and 27 nursing students (21 females and 6 males) in the control group. The Instagram Program for mental health provided 8 sessions for each topic. The data collected via questionnaires were statistically analyzed. Results: Significant differences were found between the two groups in depression (t=-2.32, p=.024) and anxiety (t=-2.43, p=.018), but there was no significant difference in loneliness (t=0.64, p=.263). Conclusion The Instagram program is accessible for incoming nursing students and effective in decreasing their depression and anxiety during the COVID-19 era. Therefore, this intervention could enhance the mental health of nursing students by allowing them to express their thoughts and feelings through mutual interaction on Instagram.

Purpose: This study aimed to identify the aggressive characteristics of children and adolescents with ASD through an integrated literature review. Methods: Data collection was conducted for papers published in Korean or English language from December 2018 to February 2019. Literature search was conducted through keywords, such as 'autism', 'ASD', 'autistic', 'asperger', 'agress', 'violence', 'SIB', 'child', and 'adolescent', and 19 papers were finally selected. In order to identify the aggressive behavior characteristics and influencing factors of children and adolescents with ASD, the contents of the core results were analyzed through repeated review of research results. Results: Characteristics related to aggression in children and adolescents with ASD were classified into biological factors, cognitive factors, social factors, and affective-emotional factors, and related variables affecting aggression were identified with each topic. Conclusion Based on the results of this study, it is suggested that the basis for the development of accessible interventions for children and adolescents with ASD and their caregivers can be prepared.

Purpose: This study aimed to define coaching in nursing clearly and elucidate its essential role within the context of contemporary nursing education in clinical settings. Methods: A concept analysis was conducted using Rodgers’ evolutionary method. Literature was extracted from databases such as Web of Science, Medline (PubMed) and CINAHL. Results: Results of analysis led to the development of an operational definition of coaching in nursing characterized as an educational approach focusing on nursing tasks. Coaching in nursing is a systematic and formalized process that can enhance the learning experience through interactive engagement rather than direct instruction. The analysis identified five core attributes of coaching in nursing: nursing task-focused, educational, facilitative, processive, and interactive. Conclusion The purpose of this concept analysis was to propose a comprehensive definition of coaching in nursing that could align with its theoretical foundation within modern nursing practice. Using Rodgers' evolutionary concept analysis method, related terms, attributes, antecedents, and outcomes were identified, culminating in a detailed definition. This concept analysis provides a contemporary definition of coaching in nursing, clarifying its meaning, ensuring applicability, and offering guidance for future research, education, and clinical practice.

Purpose: This study aimed to define coaching in nursing clearly and elucidate its essential role within the context of contemporary nursing education in clinical settings. Methods: A concept analysis was conducted using Rodgers’ evolutionary method. Literature was extracted from databases such as Web of Science, Medline (PubMed) and CINAHL. Results: Results of analysis led to the development of an operational definition of coaching in nursing characterized as an educational approach focusing on nursing tasks. Coaching in nursing is a systematic and formalized process that can enhance the learning experience through interactive engagement rather than direct instruction. The analysis identified five core attributes of coaching in nursing: nursing task-focused, educational, facilitative, processive, and interactive. Conclusion The purpose of this concept analysis was to propose a comprehensive definition of coaching in nursing that could align with its theoretical foundation within modern nursing practice. Using Rodgers' evolutionary concept analysis method, related terms, attributes, antecedents, and outcomes were identified, culminating in a detailed definition. This concept analysis provides a contemporary definition of coaching in nursing, clarifying its meaning, ensuring applicability, and offering guidance for future research, education, and clinical practice.

Purpose: This study aimed to define coaching in nursing clearly and elucidate its essential role within the context of contemporary nursing education in clinical settings. Methods: A concept analysis was conducted using Rodgers’ evolutionary method. Literature was extracted from databases such as Web of Science, Medline (PubMed) and CINAHL. Results: Results of analysis led to the development of an operational definition of coaching in nursing characterized as an educational approach focusing on nursing tasks. Coaching in nursing is a systematic and formalized process that can enhance the learning experience through interactive engagement rather than direct instruction. The analysis identified five core attributes of coaching in nursing: nursing task-focused, educational, facilitative, processive, and interactive. Conclusion The purpose of this concept analysis was to propose a comprehensive definition of coaching in nursing that could align with its theoretical foundation within modern nursing practice. Using Rodgers' evolutionary concept analysis method, related terms, attributes, antecedents, and outcomes were identified, culminating in a detailed definition. This concept analysis provides a contemporary definition of coaching in nursing, clarifying its meaning, ensuring applicability, and offering guidance for future research, education, and clinical practice.

Purpose: This study aimed to define coaching in nursing clearly and elucidate its essential role within the context of contemporary nursing education in clinical settings. Methods: A concept analysis was conducted using Rodgers’ evolutionary method. Literature was extracted from databases such as Web of Science, Medline (PubMed) and CINAHL. Results: Results of analysis led to the development of an operational definition of coaching in nursing characterized as an educational approach focusing on nursing tasks. Coaching in nursing is a systematic and formalized process that can enhance the learning experience through interactive engagement rather than direct instruction. The analysis identified five core attributes of coaching in nursing: nursing task-focused, educational, facilitative, processive, and interactive. Conclusion The purpose of this concept analysis was to propose a comprehensive definition of coaching in nursing that could align with its theoretical foundation within modern nursing practice. Using Rodgers' evolutionary concept analysis method, related terms, attributes, antecedents, and outcomes were identified, culminating in a detailed definition. This concept analysis provides a contemporary definition of coaching in nursing, clarifying its meaning, ensuring applicability, and offering guidance for future research, education, and clinical practice.

Purpose: Rapid changes have occurred in the educational environment of colleges since the outbreak of COVID-19. This study was conducted to determine the factors influencing college life adaptation for nursing students. Methods: The participants included 124 nursing students. A self-administered online questionnaire, available from March 30 to April 10, 2022, was used for data collection. The online questionnaires included COVID-19 stress, interpersonal relations, information literacy, and college life adaptation. Statistical analysis was performed using t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis. Results: The average score for adapting to college life was 3.32±0.58. Significant differences in college life adaptation were found based on the number of exercise days per week (F=3.62, p=.015), regular daily routine (t=-3.41, p<.001), amount of sleep (t=-3.61, p<.001), sleep quality (t=-3.90, p<.001), and diagnostic self evaluation (F=19.55, p<.001). Factors that influenced college life adaptation included interpersonal relations (β=.36, p<.001), diagnostic self evaluation (good) (β=.48, p<.001), diagnostic self evaluation (fair) (β=.38, p=.005), and COVID-19 stress (β=-.11, p=.027), which explained 38.0% of the college life adaptation. Conclusion Development of a program that integrates interpersonal relations, diagnostic self- evaluation, and COVID-19 stress for nursing students is recommended to improve college life adaptation.

Purpose: Patients with Mycoplasma pneumoniae pneumonia (MPP) can develop atelectasis, and some cases of atelectasis may persist for over 4 weeks. However, the risk factors for the development and persistence of atelectasis ( > 4 weeks) in children with MPP and their clinical characteristics remain understudied. We aimed to investigate the clinical characteristics and associated factors of MPP with atelectasis in children. Methods: We retrospectively analyzed the medical records of 477 children with MPP treated at Pusan National University Yangsan Hospital from November 2014 to March 2020. Demographics, clinical information, laboratory data, and radiological findings were collected from all patients. The patients were divided into 2 groups according to the presence of atelectasis with MPP. The group with atelectasis was further divided into 2 groups according to whether atelectasis was improved. Results: Among 477 children with MPP, 105 developed atelectasis, and 34 showed persistent atelectasis. Children with atelectasis had longer lengths of hospitalization than children without atelectasis. High lactate dehydrogenase (LDH) levels and whole lobar consolidation were independently associated factors for presenting with atelectasis, and long macrolide therapy duration before admission ( > 3 days) was related to persistent atelectasis ( > 4 weeks). Conclusion High LDH levels and whole lobar consolidation were independent associated factors for presenting with atelectasis, and a long macrolide therapy duration before admission was associated with persistent atelectasis. Careful observation and management of children with these associated factors for atelectasis will improve the prognosis of children with MPP.