Purpose: This study aimed to develop and validate a multidimensional role transition scale for new graduate nurses (RTS-NGN) that captures both the theoretical perspectives and contextual characteristics of Korean clinical settings. Methods: An initial item pool was generated through an extensive literature review and then refined through expert content validation and pilot testing. Psychometric evaluation was performed using two separate samples. Exploratory factor analysis identified the underlying structure, while confirmatory factor analysis verified construct validity. Convergent validity was examined using the average variance extracted (AVE) and composite reliability (CR), and discriminant validity was confirmed by comparing the square root of AVE with inter-factor correlations. Concurrent validity was assessed using a Transition Shock scale. The reliability was assessed using Cronbach’s alpha and CR. Results: A six-factor structure comprising the following 35 items was finalized: clinical competence, communication competence, professionalism, self-efficacy, stress management, and organizational adaptation. The model demonstrated a good fit (comparative fit index >.90, Tucker–Lewis index >.90, root mean square error of approximation <.08). The AVE and CR supported convergent validity, and discriminant validity was confirmed for all factors. A moderate negative correlation with the Transition Shock scale provided evidence of concurrent validity. The internal consistency reliability was excellent across all subscales. Conclusion The RTS-NGN is a psychometrically sound instrument that captures the positive and multifaceted aspects of role transition among new graduate nurses. It can be used to assess transition readiness, evaluate educational and residency programs, and guide organizational strategies to support early career nurses.

Attention-deficit hyperactivity disorder (ADHD) is a neuropsychiatric disorder that begins in early childhood and can persist throughout adulthood. ADHD causes difficulties in various area of life, such as academic achievement, peer relationships, family functioning, employment and marriage. Although ADHD is known to respond well to medication, such treatment is more effective when combined with psychosocial (non-pharmacologic) therapy in terms of alleviating the core symptoms and improving appropriate functions. Psychosocial treatment interventions are divided into psychoeducation, behavioral parent training, school intervention, cognitive behavior therapy, social skill training, parent-child interaction therapy, play therapy, other treatments (coaching, complementary and alternative medicine), neurofeedback and Cogmed. Adult ADHD cognitive behavioral therapy is described separately. These practice parameters summarize the evidence for psychosocial treatment. Based on this evidence, specific recommendations are provided for psychosocial interventions.
Adult ; Cognitive Therapy ; Employment ; Family Relations ; Humans ; Marriage ; Neurofeedback ; Parents ; Play Therapy ; Social Skills

PURPOSE: This study was conducted to identify ICU nurses' knowledge of the five moments of hand hygiene and the ambiguity of these moments when demonstrating hand hygiene.METHODS: The subjects were 200 intensive care unit nurses at a university hospital . Data was collected using self-report questionnaires, translated according to the instructions of training films developed by WHO, and analyzed using descriptive statistics and ranking tests.RESULTS: The highest number of correct answers was regarding the moment before contact with a patient and the lowest was regarding the moment after contact with a patient. The rate of providing wrong answers regarding required moments of hand hygiene was high.CONCLUSION: The study identified ICU nurses' knowledge of specific moments of hand hygiene; they had difficulty differentiating between the moments that happened simultaneously, i.e. after touching a patient, and that patient's surroundings, and there was ambiguity concerning patient areas and medical treatment areas. It was concluded that it is necessary to educate nurses regarding both required and unrequired moments of hand hygiene and to ensure that they can distinguish between these moments.
Hand Hygiene ; Hand ; Humans ; Intensive Care Units