Purpose: This study aimed to evaluate the effects of a combined biofeedback and brief emotion regulation (C-BABER) program for sexually abused adolescents. Methods: This study employed a non-equivalent control group pretest-posttest design. The participants included 26 sexually abused adolescents from eight Sunflower Centers of South Korea–with 13 in the experimental group and 13 in the control group. The experimental group received four sessions of the individual C-BABER program, each lasting 60 minutes. Results: Compared with the control group, sexually abused adolescents in the experimental group exhibited significant score differences in traumatic symptoms, including depression (Z = - 2.24, p = .025), dissociation (Z = - 2.21, p = .027), anxiety (Z = - 2.02, p = .044), and posttraumatic stress (Z = - 2.01 p = .045); and impulsivity, including positive urgency (Z = - 3.35, p = .001) and negative urgency (Z = - 2.28, v = .023). Additionally, the experimental group exhibited significant score differences in meta-mood, including emotional attention (Z = - 2.45, p = .014), emotional clarity (Z = - 2.30, p = .021), and emotional repair (Z = - 2.28, p = .022); and emotional regulation modes, including emotional suppression (Z = - 2.65,p = .008) and cognitive reappraisal (Z = - 1.98, p = .047). Regarding bio-attention, significant changes were identified in the experimental group for the bio-attention rate and attention maintenance time in the posttest compared to the pretest (p = .001). Conclusion The C-BABER program for sexually abused adolescents is effective in decreasing traumatic symptoms and impulsivity, and in improving meta-mood, emotional regulation mode, and bio-attention. Therefore, we recommend providing sexually abused adolescents the C-BABER program to help them regulate their emotions and effectively adapt to their lives.

PURPOSE: The purpose of this study was to identify predictors influencing relational self and negative thinking on coping among teachers working with students with attention deficit hyperactivity disorder (ADHD). METHODS: A cross sectional study design was conducted with 212 teachers in six elementary schools located in D and C cities. Data were analyzed using t test, one way ANOVA, Pearson's correlation coefficients, and stepwise regression analysis with SPSS 18.0. RESULTS: The significant predictive factor for the active coping type was perceived support in relational self. Empathy care was as a significant factor for the passive coping type. Relationship avoidance and agency were significant predictive factors for negative coping with ADHD students. Active and passive coping had significant negative correlations with social worry. Significant factors for positive coping were attendance at ADHD workshops and number of years of teaching. CONCLUSION: Results suggest that it is important to focus on teachers having a positive aspect in the classroom, using new strategies, and understanding their own inner factors of perceived support and empathy care in order to provide positive coping and enhance relationships with ADHD students. To further enhance positive coping and perceived support and to reduce social worry, teachers should use community resources, especially psychiatric health nurses.
Adaptation, Psychological ; Anxiety ; Attention Deficit Disorder with Hyperactivity* ; Education ; Empathy ; Humans ; Self Psychology ; Thinking

PURPOSE: This study was done to identify variables in Attention Deficit Hyperactivity Disorder (ADHD) symptoms and negative ideation that predict interpersonal relation in adults. The focus was on thought, behavior, emotional and cognition domains. METHODS: Korean Conner's Adult ADHD Rating Scale, Anxious Thought Inventory, Interpersonal Relation Scale were used. Participants were 379 of normal adults living in B, I and U cities. The data were analyzed using frequency, F-test, t-test, ANOVA, Scheffé and Pearson's correlation coefficients. Regression analysis was done to provide understanding of the effects of each variable. RESULTS: Interpersonal relation showed significantly negative correlation with adult related ADHD symptoms and negative ideation. Significant predictive factors of interpersonal relation were social-worry (β=-.40), inattention/memory problems (β=-.22) and gender (β=-.12) in order. These variables accounted for 25% of variance in interpersonal relations. CONCLUSION: The results show that social-worry in the cognitive domain and inattention-memory problems in the thought domain have a negative impact on interpersonal relation in adults compared to the behavior or emotional domains which indicates a need for intervention strategies to reduce inattention/memory problems and social-worry and thus improve interpersonal relations.
Adult* ; Anxiety ; Attention Deficit Disorder with Hyperactivity* ; Cognition ; Humans ; Interpersonal Relations* ; Thinking

Purpose: The purpose of this study was to examine the effects of a multidisciplinary program for relapse prevention on abstinence self-efficacy, impulsivity and suicidal ideation among patients with substance use disorder Methods: A nonequivalent control group non-synchronized design was used. The participants were 42 substance addicted patients admitted to the addiction ward. The study variables of abstinence self-efficacy, impulsivity, and suicidal ideation were evaluated by the x2 test, Kolmogorov-Smirnov test, Shapiro-Wilk test, Mann-Whitney U test using the SPSS program. Results: The experimental group showed a significant difference in abstinence self-efficacy (U=54.50, p<.001), impulsivity (U=88.00, p<.001) and suicidal ideation (U=77.50, p<.001) compare to the control group. Conclusion The multidisciplinary relapse prevention program was effective in improving abstinence self-efficacy, impulsivity, and suicidal ideation. It is essential to develop optimal nursing interventions for patients with substance use disorders to prevent relapse.

PURPOSE: The aim of this study was to explore how nursing diagnoses are made by undergraduate students of psychiatric unit in Korea. METHODS: Data were collected from case reports and analyzed based on NANDA (North American Nursing Diagnosis Association) nursing diagnoses and Systematized Nomenclature of Medicine-Clinical Terms (SNOMED CT) as reference terminology. RESULTS: The 30 different nursing diagnoses from 135 distinct nursing diagnosis statements were assessed after removing repetition of case studies from a of total of 1,140 statements of nursing diagnoses. The most frequently used NANDA diagnosis was "ineffective coping" The thirty nursing diagnoses were grouped under 10 out of the 13 NANDA domains. In addition, 98 related factors were classified into SNOMED CT hierarchies of Clinical Finding, Procedure, and Observable Entity. The content validity index for the mapping of nursing diagnoses was 0.97, indicating a relatively strong agreement. CONCLUSION: These results can help students to improve their knowledge and better formulate appropriate diagnoses. Using standardized terminology would improve competency of education and help to ratify the steps of the nursing process, especially nursing planning. Educational strategies that enhance diagnostic accuracy are recommended.
Diagnosis ; Education ; Humans ; Korea ; Nursing ; Nursing Diagnosis* ; Nursing Process ; Psychiatric Nursing ; Systematized Nomenclature of Medicine*

Purpose: The purpose of this study is to determine the results of a meta-analysis of impulsivity variables related to self-destructive behavior of South Korean adolescents. Methods: A meta-analysis was carried out according to the Cochrane guidelines criteria and the quality of the studies was evaluated using the JBI checklist. 2,333 studies were collected through the databases of RISS, KISS, and DBpia on ‘impulsivity’ published from 2000 to 2020.Self-destructive behavior-related variables were largely categorized into three areas (addiction, violence, and delinquency), and six subgroups. Results: Using the correlations with impulsivity in the final 53 papers, 231 self-destructive behavior-related variables were identified. The social delinquency showed the closest relationship with impulsivity (ES=0.34, 95% CI: 0.23~0.43, p<.001), followed by addictive behavior (ES=0.28, 95% CI: 0.24~0.32, p<.001), personal delinquency (ES=0.28, 95% CI: 0.23~0.32, p<.001), violence against others, violence against self, and substance addiction. These effects were identified as ranging from magnitudes of 0.23 to 0.27 based on the criteria of Cohen. Conclusion To improve the reliability of the results of meta-analysis, more studies on the impulsivity of adolescents should be carried o

Purpose: This study investigated the influencing factors of motivation to transfer, job value, and social responsibility on the nursing intention for emerging communicable diseases among nursing students. Methods: Data were collected from January 1-7, 2022 through structured online surveys. The subjects were 140 students in the 3rd or 4th year of nursing college with clinical practice experience. Data were analyzed through descriptive statistics, independent t-test, Pearson's correlation coefficient and multiple regression analysis of hierarchical selection methods analysis using the SPSS statistics program. Results: In the last two-step hierarchical regression analysis, the factors influencing nursing intention for emerging communicable diseases were the attitude of social responsibility (β=.33, p=.001) and intrinsic work value (β=.25, p=.013), with 34% explanatory power of the regression model. Conclusion Results show that the attitude of social responsibility as well as intrinsic work value are key factors that can increase nursing intention for emerging communicable diseases. Thus, it is necessary to expand research on nursing education contents, and to develop programs that strengthen the attitude of social responsibility as well as intrinsic work value.

Purpose: The purpose of this study was to examine the effects of electroencephalogram (EEG) biofeedback training for emotion regulation and brain homeostasis on anxiety about COVID-19 infection, impulsivity, anger rumination, meta-mood, and self-regulation ability of late adolescents in the prolonged COVID-19 pandemic situation. Methods: A non-equivalent control group pretest-posttest design was used. The participants included 55 late adolescents in the experimental and control groups. The variables were evaluated using quantitative EEG at pre-post time points in the experimental group. The experimental groups received 10 sessions using the three-band protocol for five weeks. The collected data were analyzed using the Shapiro-Wilk test, Wilcoxon rank sum test, Wilcoxon signed-rank test, t-test and paired t-test using the SAS 9.3 program. The collected EEG data used a frequency series power spectrum analysis method through fast Fourier transform. Results: Significant differences in emotion regulation between the two groups were observed in the anxiety about COVID-19 infection (W = 585.50, p = .002), mood repair of meta-mood (W = 889.50, p = .024), self-regulation ability (t = - 5.02, p < .001), self-regulation mode (t = - 4.74, p < .001), and volitional inhibition mode (t = - 2.61, p = .012). Neurofeedback training for brain homeostasis was effected on enhanced sensory-motor rhythm (S = 177.00, p < .001) and inhibited theta (S = - 166.00, p < .001). Conclusion The results demonstrate the potential of EEG biofeedback training as an independent nursing intervention that can markedly improve anxiety, mood-repair, and self-regulation ability for emotional distress during the COVID-19 pandemic.

PURPOSE: The purpose of this research was to identify the relationship of empathy, communication style, and coping type with students exhibiting a attention deficit disorder hyperactivity (ADHD). METHODS: Participants were 238 elementary school teachers living in 5 cities in Korea. The teacher's answered questions about their empathy level, communication style and coping type when teaching students with ADHD. Data were analyzed using t-test, one-way ANOVA, and Pearson correlation coefficients with SPSS 21.0. RESULTS: Teachers' cognitive and emotional empathy were at the same level. For communication styles used by the teachers, reception-encouragement was the most widely used and nonreception-commanding style was the least widely used. With regard to how to deal with student with ADHD, passive coping type was most widely used and active and negative coping followed in that order. Teachers with higher levels of empathy, used more active coping. For communication, the correlation between reception-encouragement and passive coping had the highest level. CONCLUSION: These result suggest the necessity of developing and providing empathy boosting programs about students with ADHD as well as special workshops to increase communication efficacy and coping skills with school-aged ADHD students.
Adaptation, Psychological ; Attention Deficit Disorder with Hyperactivity* ; Education ; Empathy* ; Humans ; Korea

BACKGROUND: Nursing students may be exposed to patients with infectious diseases such as hepatitis B and hepatitis A through needle stick injuries or close contact during their clinical practice. This study surveyed the presence of antihepatitis B virus (anti-HBV), anti-hepatitis A virus (anti-HAV), and anti-varicella zoster virus antibodies in nursing students before the initiation of their clinical practice to help prevent subsequent infections. METHODS: From 2009 to 2013, the junior students of a nursing college in Jeollabuk-do were tested for antibodies against the hepatitis B, hepatitis A, and varicella zoster viruses before the initiation of their clinical practice. RESULTS: The students tested positive for anti-HBV (46.2-57.1%), anti-HAV (0-10.5%), and anti-varicella zoster antibodies (80.2-90.2%). No significant differences in the positivity rates were observed with respect to the year of their enrollment. CONCLUSION: This study was a survey of the seroprevalence of anti-HBV, anti-HAV, and anti-varicella zoster antibodies in nursing students before they started their clinical practice. The positivity rate of anti-HAV was lower than 10%. In order to prevent infection, it is necessary to test nursing students for the presence of antibodies against hepatitis B, hepatitis A, varicella, measles, mumps, and rubella, and check their vaccination history as recommended in the adult immunization schedule. Vaccination must be recommended for students who test negative for the respective antibodies.
Adult ; Antibodies* ; Chickenpox ; Communicable Diseases ; Hepatitis A ; Hepatitis A Antibodies ; Hepatitis B ; Hepatitis B Antibodies ; Herpes Zoster* ; Herpesvirus 1, Cercopithecine* ; Herpesvirus 3, Human ; Humans ; Immunization Schedule ; Jeollabuk-do ; Measles ; Mumps ; Needlestick Injuries ; Nursing* ; Rubella ; Seroepidemiologic Studies* ; Students, Nursing* ; Vaccination