Purpose: This study was conducted to explore the core educational components of interprofessional education (IPE) for pediatric emergencies to establish a basis for interprofessional simulation education. Methods: Using Whittemore and Knafl's integrative review method, we searched for studies in PubMed, Embase, Cochrane Library, CINAHL, and four South Korean databases (RISS, NDSL, DBpia, and KISS). Results: We identified 21 studies on the general characteristics of IPE in pediatric emergency situations and integrated the core components of IPE according to a PRISMA flowchart. Three core components were identified (individual - competent professionals, team - cooperative professions, and outcome - optimal achievement), with the subthemes of role and responsibility, clinical judgment, performance, leadership, communication, teamwork, patient safety, and quality improvement. Conclusion We recommend that IPE pediatric emergencies should contain the three dimensions of these core components to enhance individual and team performance and to promote optimal achievement in terms of patient outcomes. IPE programs should consider these characteristics and include a valid tool for evaluating the programs' effectiveness.

Purpose: This study aimed to develop a multicultural education program for Mother and Baby Unit (MBU) nurses by using concept mapping, and to evaluate its effectiveness in enhancing the nurses’ cultural competence and multicultural acceptance. Methods: This study utilized the ADDIE model (which comprises the Analysis, Design, Development, Implementation, and Evaluation stages) to design and implement a concept mapping-based multicultural education program for MBU nurses in a quasi-experimental pre- and post-test design. This program was structured into five sessions, each incorporating the use of concept maps to facilitate self-reflection and critical thinking. All sessions were conducted using the online Zoom platform, allowing participants to engage without restrictions on time or location. A total of 53 nurses participated, with 26 assigned to the experimental group and 27 to the control group. The program’s effectiveness was assessed through changes in cultural competence and multicultural acceptance, measured using validated scales. Results: The results demonstrated significant improvements in both cultural competence and multicultural acceptance in the experimental group compared to the control group, supporting the hypotheses that such educational interventions can enhance nurses’ ability to provide culturally appropriate care. Conclusion Concept mapping fosters self-reflection and critical thinking, effectively increasing MBU nurses’ cultural competence and multicultural acceptance. This study offers a practical framework for integrating multicultural education into nursing training, ultimately improving care for foreign mothers and reducing the challenges faced by MBU nurses.

Purpose: This study aimed to translate and validate the Korean version of the Indiana University Simulation Integration Rubric (K-IUSIR) for assessing interprofessional communication in simulation-based education, focusing on its reliability and validity. Background: Interprofessional education (IPE) improves communication and teamwork skills critical for ensuring patient safety. However, there is a lack of standardized tools for assessing interprofessional communication in Korea. Methods: A methodological study involving a secondary analysis was conducted with 221 nursing and medical students. Data were collected through simulation recordings and surveys and analyzed using Cronbach’s ⍺, intraclass correlation coefficients (ICCs), expert content validity, and Rasch analysis. Results: The K-IUSIR demonstrated high internal consistency (Cronbach’s ⍺=0.854), inter-rater reliability (ICC=0.832), and strong content validity. Rasch analysis confirmed appropriate item fit and difficulty levels, with a 3-point Likert scale identified as the most suitable format. Conclusion The K-IUSIR is a reliable and valid tool for evaluating interprofessional communication, which can be utilized in developing interprofessional education programs. Furthermore, it can facilitate better interprofessional collaboration through effective communication.

Purpose: This study aimed to develop a multicultural education program for Mother and Baby Unit (MBU) nurses by using concept mapping, and to evaluate its effectiveness in enhancing the nurses’ cultural competence and multicultural acceptance. Methods: This study utilized the ADDIE model (which comprises the Analysis, Design, Development, Implementation, and Evaluation stages) to design and implement a concept mapping-based multicultural education program for MBU nurses in a quasi-experimental pre- and post-test design. This program was structured into five sessions, each incorporating the use of concept maps to facilitate self-reflection and critical thinking. All sessions were conducted using the online Zoom platform, allowing participants to engage without restrictions on time or location. A total of 53 nurses participated, with 26 assigned to the experimental group and 27 to the control group. The program’s effectiveness was assessed through changes in cultural competence and multicultural acceptance, measured using validated scales. Results: The results demonstrated significant improvements in both cultural competence and multicultural acceptance in the experimental group compared to the control group, supporting the hypotheses that such educational interventions can enhance nurses’ ability to provide culturally appropriate care. Conclusion Concept mapping fosters self-reflection and critical thinking, effectively increasing MBU nurses’ cultural competence and multicultural acceptance. This study offers a practical framework for integrating multicultural education into nursing training, ultimately improving care for foreign mothers and reducing the challenges faced by MBU nurses.

Purpose: This study aimed to translate and validate the Korean version of the Indiana University Simulation Integration Rubric (K-IUSIR) for assessing interprofessional communication in simulation-based education, focusing on its reliability and validity. Background: Interprofessional education (IPE) improves communication and teamwork skills critical for ensuring patient safety. However, there is a lack of standardized tools for assessing interprofessional communication in Korea. Methods: A methodological study involving a secondary analysis was conducted with 221 nursing and medical students. Data were collected through simulation recordings and surveys and analyzed using Cronbach’s ⍺, intraclass correlation coefficients (ICCs), expert content validity, and Rasch analysis. Results: The K-IUSIR demonstrated high internal consistency (Cronbach’s ⍺=0.854), inter-rater reliability (ICC=0.832), and strong content validity. Rasch analysis confirmed appropriate item fit and difficulty levels, with a 3-point Likert scale identified as the most suitable format. Conclusion The K-IUSIR is a reliable and valid tool for evaluating interprofessional communication, which can be utilized in developing interprofessional education programs. Furthermore, it can facilitate better interprofessional collaboration through effective communication.

Purpose: This study aimed to develop a multicultural education program for Mother and Baby Unit (MBU) nurses by using concept mapping, and to evaluate its effectiveness in enhancing the nurses’ cultural competence and multicultural acceptance. Methods: This study utilized the ADDIE model (which comprises the Analysis, Design, Development, Implementation, and Evaluation stages) to design and implement a concept mapping-based multicultural education program for MBU nurses in a quasi-experimental pre- and post-test design. This program was structured into five sessions, each incorporating the use of concept maps to facilitate self-reflection and critical thinking. All sessions were conducted using the online Zoom platform, allowing participants to engage without restrictions on time or location. A total of 53 nurses participated, with 26 assigned to the experimental group and 27 to the control group. The program’s effectiveness was assessed through changes in cultural competence and multicultural acceptance, measured using validated scales. Results: The results demonstrated significant improvements in both cultural competence and multicultural acceptance in the experimental group compared to the control group, supporting the hypotheses that such educational interventions can enhance nurses’ ability to provide culturally appropriate care. Conclusion Concept mapping fosters self-reflection and critical thinking, effectively increasing MBU nurses’ cultural competence and multicultural acceptance. This study offers a practical framework for integrating multicultural education into nursing training, ultimately improving care for foreign mothers and reducing the challenges faced by MBU nurses.

Purpose: This study aimed to translate and validate the Korean version of the Indiana University Simulation Integration Rubric (K-IUSIR) for assessing interprofessional communication in simulation-based education, focusing on its reliability and validity. Background: Interprofessional education (IPE) improves communication and teamwork skills critical for ensuring patient safety. However, there is a lack of standardized tools for assessing interprofessional communication in Korea. Methods: A methodological study involving a secondary analysis was conducted with 221 nursing and medical students. Data were collected through simulation recordings and surveys and analyzed using Cronbach’s ⍺, intraclass correlation coefficients (ICCs), expert content validity, and Rasch analysis. Results: The K-IUSIR demonstrated high internal consistency (Cronbach’s ⍺=0.854), inter-rater reliability (ICC=0.832), and strong content validity. Rasch analysis confirmed appropriate item fit and difficulty levels, with a 3-point Likert scale identified as the most suitable format. Conclusion The K-IUSIR is a reliable and valid tool for evaluating interprofessional communication, which can be utilized in developing interprofessional education programs. Furthermore, it can facilitate better interprofessional collaboration through effective communication.

Purpose: We aimed to identify collaborative disaster governance through the demand and supply analysis of resources recognized by nurses during the COVID-19 pandemic. Methods: We used a descriptive study design with an online survey technique for data collection. The survey questions were developed based on focus group interviews with nurses responding to COVID-19 and expert validity testing. A 42-question online survey focusing on disaster governance was sent to nurses working in COVID-19 designated hospitals, public health offices, and schools. A total of 630 nurses participated in the survey. Demand and supply analysis was used to identify the specific components of disaster governance during a pandemic situation and analyze priority areas in disaster governance, as reported by nurses. Results: Demand and supply analysis showed that supplies procurement, cooperation, education, and environment factors clustered in the high demand and supply quadrant while labor condition, advocacy, emotional support, and workload adjustment factors clustered in the high demand but low supply quadrant, indicating a strong need in those areas of disaster governance among nurses. The nurses practicing at the public health offices and schools showed major components of disaster governance plotted in the second quadrant, indicating weak collaborative disaster governance. Conclusion These findings show that there is an unbalanced distribution among nurses, resulting in major challenges in collaborative disaster governance during COVID-19. In the future and current pandemic, collaborative disaster governance, through improved distribution, will be useful for helping nurses to access more required resources and achieve effective pandemic response.