Purpose: : This retrospective mixed-methods study aimed to explore key considerations for designing effective simulated education in nursing, focusing specifically on the recognition and response to deteriorating patients. Methods: : Quantitative and qualitative data were analyzed to assess the clinical judgment and performance of the nursing students. Descriptive statistics were used to analyze quantitative data related to prior knowledge, simulation satisfaction, clinical judgment, and nursing performance during deteriorating patient simulations. Qualitative content analysis was conducted for the reflective journal entries of the participants. Results: : Quantitative analysis showed that most participants demonstrated a “being skillful” level of clinical judgment (33.1%) in effective response. At the beginner level, clinical judgment varied across effective noticing(39.7-82.8%), effective interpretating(77.6-82.8%), effective responding(3.4-86.2%), and effective reflecting(90.0-95.4%). Nursing performance in assessing patient respiration or SpO2 after request from a physician ranged from 46.6-48.3%. Qualitative analysis indicated that 48.5% of the participants anticipated a deteriorating condition and initiated appropriate actions, while 70% noticed patient unresponsiveness for the first time. Conclusion : To design an effective simulation program for identifying and addressing deteriorating patient care, a framework for observation and interpretation is essential, along with regular simulated training. It is important to design and assess simulation programs and to conduct thorough interviews with nursing students to gain insight into their clinical decision-making.

Purpose: The number of Korean adolescents engaging in gambling is increasing, especially among out-of-school adolescents. This study aimed to identify patterns of gambling activities and factors related to specific subgroups of out-of-school adolescent gambling activities. Methods: This descriptive study analyzed secondary data from the 2015 Korea Youth Gambling Problem Survey, including 1,200 out-of-school adolescents. Latent class analysis was conducted to identify patterns of gambling activities. The factors related to gambling subgroups were verified with multinomial logistic regression. Results: Three latent classes of gambling activities were identified: rarely gambling (RG), immediate gain gambling (IGG), and broad gambling (BG). These subgroups differed significantly in terms of gender, age at and type of first gambling experience, number and type of gambling activities, gambling frequency, time and money spent on gambling, problem gambling severity, and motivation for gambling. Compared to the RG subgroup, both the IGG and BG subgroups were strongly associated with an older age at the first gambling experience. Conclusion Out-of-school adolescents who first gambled at an older age and who gambled mainly in order to gain money immediately were at risk of problem gambling. Developing strategies for early screening and referral to professionals is necessary to prevent gambling problems from worsening.

Purpose: : This study aims to identify nurses’ attitudes toward patients hospitalized after attempting suicide and inform directions for research and interventions to establish a therapeutic environment. Methods: : For integrative review, the five stages suggested by Whittemore and Knafl were followed. Articles and theses published before February 2021 were searched using eight databases and a manual search. The search terms were suicide, self-harm, emergency department (ED), intensive care unit (ICU), nurses, and attitudes. Results: : Five studies met the inclusion criteria; three of them were descriptive studies, one was a qualitative study, and one a mixed-method study. In most studies (80%), the participants were ED nurses. ED/ICU nurses showed positive or neutral attitudes toward patients. All studies suggested that suicide-related education programs are needed to increase nurses’ positive attitudes such patients. Conclusion : More research is required on ICU nurses’ attitudes toward patients who have attempted suicide, and efforts to identify various aspects of such attitudes are necessary. In addition, suicide education programs and support from trained psychiatric personnel should be provided to establish a therapeutic environment.

Purpose: This study aimed to identify factors that influence the intention to use smart monitor-based mobile health (SBM) technology among middle-aged inpatients, based on the technology acceptance model II (TAM II). Methods: A total of 222 participants were surveyed.Data were analyzed using SPSS Statistics 23.0 and IBM SPSS Amos 23. Seven exogenous variables–social influence (SI), personal self-efficacy, (PSE), environmental self-efficacy (ESE), health literacy, health concerns, resistance to innovative technology (RIT), accessibility (AC)– and three endogenous variables–perceived ease of use (PEOU), perceived usability (PU), and intention to use (ITU)–were investigated. Results: The hypothesized path model demonstrated a good fit for the data. SI (β = .13, p = .042), PU (β = .46, p < .001), and PEOU (β = .16,p = .008) had significant direct effects on the ITU, which explained 39.5% of the variance. Additionally, SI (β = .27, p < .001), ESE (β = .16, p= .010), RIT (β = - .12, p = .026), AC (β = .28, p < .001), and PEOU (β = .20, p = .001) indirectly affected ITU through PU, which explained 50.7% of the variance. Furthermore, PSE (β = .38, p < .001) indirectly influenced ITU via PEOU, which explained 38.4% of the variance. Conclusion This study demonstrates that the TAM II can be used to effectively predict ITU in SBMs among middle-aged inpatients. To expand the intention to use SBMs, it is necessary to develop SBMs that include content and programs that promote PU, SI, and PEOU.

Purpose: : This scoping review examined the assessment of learning outcomes in simulation-based education to recognize and respond to deteriorating patients in nursing education. Methods: : The review followed Arksey and O’Malley’s scoping review framework and the Joanna Briggs Institute’s manual. Studies were retrieved from databases such as Cochrane Central, PubMed, EMBASE, and the Cumulative Index to Nursing and Allied Health Literature. Results: : A total of 15 studies, published between 2010 and 2023, were reviewed. Only six studies (40%) assessed both the cognitive learning outcomes related to recognition and the psychomotor outcomes related to responses to DPs. The learning outcomes included knowledge, situational awareness, cognition, the modified early warning score (MEWS), the situation–background–assessment–recommendation score, and teamwork in the cognitive domain; the MEWS action algorithm and psychomotor performance in the psychomotor domain; and self-efficacy, confidence, and self-confidence in the affective domain. Conclusion : Effective SBE for recognizing and responding to DPs should be designed to assess cognitive and psychomotor learning outcomes in nursing education. Future research should focus on enhancing non-technical skills through various approaches to SBE to recognize and respond to DPs.

Purpose: This study aimed to identify factors that influence the intention to use smart monitor-based mobile health (SBM) technology among middle-aged inpatients, based on the technology acceptance model II (TAM II). Methods: A total of 222 participants were surveyed.Data were analyzed using SPSS Statistics 23.0 and IBM SPSS Amos 23. Seven exogenous variables–social influence (SI), personal self-efficacy, (PSE), environmental self-efficacy (ESE), health literacy, health concerns, resistance to innovative technology (RIT), accessibility (AC)– and three endogenous variables–perceived ease of use (PEOU), perceived usability (PU), and intention to use (ITU)–were investigated. Results: The hypothesized path model demonstrated a good fit for the data. SI (β = .13, p = .042), PU (β = .46, p < .001), and PEOU (β = .16,p = .008) had significant direct effects on the ITU, which explained 39.5% of the variance. Additionally, SI (β = .27, p < .001), ESE (β = .16, p= .010), RIT (β = - .12, p = .026), AC (β = .28, p < .001), and PEOU (β = .20, p = .001) indirectly affected ITU through PU, which explained 50.7% of the variance. Furthermore, PSE (β = .38, p < .001) indirectly influenced ITU via PEOU, which explained 38.4% of the variance. Conclusion This study demonstrates that the TAM II can be used to effectively predict ITU in SBMs among middle-aged inpatients. To expand the intention to use SBMs, it is necessary to develop SBMs that include content and programs that promote PU, SI, and PEOU.

Purpose: : This scoping review examined the assessment of learning outcomes in simulation-based education to recognize and respond to deteriorating patients in nursing education. Methods: : The review followed Arksey and O’Malley’s scoping review framework and the Joanna Briggs Institute’s manual. Studies were retrieved from databases such as Cochrane Central, PubMed, EMBASE, and the Cumulative Index to Nursing and Allied Health Literature. Results: : A total of 15 studies, published between 2010 and 2023, were reviewed. Only six studies (40%) assessed both the cognitive learning outcomes related to recognition and the psychomotor outcomes related to responses to DPs. The learning outcomes included knowledge, situational awareness, cognition, the modified early warning score (MEWS), the situation–background–assessment–recommendation score, and teamwork in the cognitive domain; the MEWS action algorithm and psychomotor performance in the psychomotor domain; and self-efficacy, confidence, and self-confidence in the affective domain. Conclusion : Effective SBE for recognizing and responding to DPs should be designed to assess cognitive and psychomotor learning outcomes in nursing education. Future research should focus on enhancing non-technical skills through various approaches to SBE to recognize and respond to DPs.

Purpose: This study aimed to identify factors that influence the intention to use smart monitor-based mobile health (SBM) technology among middle-aged inpatients, based on the technology acceptance model II (TAM II). Methods: A total of 222 participants were surveyed.Data were analyzed using SPSS Statistics 23.0 and IBM SPSS Amos 23. Seven exogenous variables–social influence (SI), personal self-efficacy, (PSE), environmental self-efficacy (ESE), health literacy, health concerns, resistance to innovative technology (RIT), accessibility (AC)– and three endogenous variables–perceived ease of use (PEOU), perceived usability (PU), and intention to use (ITU)–were investigated. Results: The hypothesized path model demonstrated a good fit for the data. SI (β = .13, p = .042), PU (β = .46, p < .001), and PEOU (β = .16,p = .008) had significant direct effects on the ITU, which explained 39.5% of the variance. Additionally, SI (β = .27, p < .001), ESE (β = .16, p= .010), RIT (β = - .12, p = .026), AC (β = .28, p < .001), and PEOU (β = .20, p = .001) indirectly affected ITU through PU, which explained 50.7% of the variance. Furthermore, PSE (β = .38, p < .001) indirectly influenced ITU via PEOU, which explained 38.4% of the variance. Conclusion This study demonstrates that the TAM II can be used to effectively predict ITU in SBMs among middle-aged inpatients. To expand the intention to use SBMs, it is necessary to develop SBMs that include content and programs that promote PU, SI, and PEOU.

Purpose: : This scoping review examined the assessment of learning outcomes in simulation-based education to recognize and respond to deteriorating patients in nursing education. Methods: : The review followed Arksey and O’Malley’s scoping review framework and the Joanna Briggs Institute’s manual. Studies were retrieved from databases such as Cochrane Central, PubMed, EMBASE, and the Cumulative Index to Nursing and Allied Health Literature. Results: : A total of 15 studies, published between 2010 and 2023, were reviewed. Only six studies (40%) assessed both the cognitive learning outcomes related to recognition and the psychomotor outcomes related to responses to DPs. The learning outcomes included knowledge, situational awareness, cognition, the modified early warning score (MEWS), the situation–background–assessment–recommendation score, and teamwork in the cognitive domain; the MEWS action algorithm and psychomotor performance in the psychomotor domain; and self-efficacy, confidence, and self-confidence in the affective domain. Conclusion : Effective SBE for recognizing and responding to DPs should be designed to assess cognitive and psychomotor learning outcomes in nursing education. Future research should focus on enhancing non-technical skills through various approaches to SBE to recognize and respond to DPs.

Purpose: This study aimed to identify factors that influence the intention to use smart monitor-based mobile health (SBM) technology among middle-aged inpatients, based on the technology acceptance model II (TAM II). Methods: A total of 222 participants were surveyed.Data were analyzed using SPSS Statistics 23.0 and IBM SPSS Amos 23. Seven exogenous variables–social influence (SI), personal self-efficacy, (PSE), environmental self-efficacy (ESE), health literacy, health concerns, resistance to innovative technology (RIT), accessibility (AC)– and three endogenous variables–perceived ease of use (PEOU), perceived usability (PU), and intention to use (ITU)–were investigated. Results: The hypothesized path model demonstrated a good fit for the data. SI (β = .13, p = .042), PU (β = .46, p < .001), and PEOU (β = .16,p = .008) had significant direct effects on the ITU, which explained 39.5% of the variance. Additionally, SI (β = .27, p < .001), ESE (β = .16, p= .010), RIT (β = - .12, p = .026), AC (β = .28, p < .001), and PEOU (β = .20, p = .001) indirectly affected ITU through PU, which explained 50.7% of the variance. Furthermore, PSE (β = .38, p < .001) indirectly influenced ITU via PEOU, which explained 38.4% of the variance. Conclusion This study demonstrates that the TAM II can be used to effectively predict ITU in SBMs among middle-aged inpatients. To expand the intention to use SBMs, it is necessary to develop SBMs that include content and programs that promote PU, SI, and PEOU.