Objective: Adolescent depressive symptoms are increasingly recognized as a global concern for youth mental health. Female adolescents consistently report higher levels of depressive symptoms than their male counterparts, yet the psychological mechanisms underlying depressive symptoms remain insufficiently understood. Our longitudinal study examined the relationship between loneliness and depressive symptoms in female adolescents and investigated the mediating effect of subjective well-being (SWB) and the moderating influence of the parental relationship. Methods: Data were drawn from the Korean Study of Adolescent Health, a longitudinal study on adolescent mental health. The sample included 104 female high school students (mean age=15.33 years) who completed self-report surveys at three time points between April 2022 and July 2023. Measures assessed loneliness, SWB, depressive symptoms, and relationships with mothers and fathers. Mediation and moderated mediation analyses were conducted using SPSS PROCESS (Models 4 and 14), controlling for age, socioeconomic status, and baseline depressive symptoms. Results: Mediation analyses indicated that SWB fully mediated the longitudinal association between loneliness and depressive symptoms. Loneliness predicted lower SWB, which subsequently predicted more depressive symptoms. Moderated mediation analysis revealed that maternal, but not paternal, relationship quality significantly moderated the SWB-depressive symptoms link. The indirect effect was significant only among adolescents reporting stronger maternal relationships. Conclusion These findings underscore the importance of SWB in the link between loneliness and depressive symptoms among female adolescents and highlight the protective role of a positive maternal relationship. The results have implications for targeted prevention and intervention strategies to enhance emotional well-being in female adolescents.

Purpose: This study aimed to identify the effects of shared leadership, communication skills, and team effectiveness, as perceived by nurses and nursing assistants in comprehensive nursing service units. Methods: A cross-sectional research design was adopted, and the sample included 306 nurses, nurse assistants, and caregivers working in nine hospitals with fewer than 500 beds in two South Korean cities. The data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson’s correlation coefficient, and four-step hierarchical regression analysis. Results: The factors influencing team effectiveness in the hierarchal multiple regression analysis were shared leadership (β=.57,p<.001) and communication skills (β=.18, p<.001). These factors explained 49% of the total variance. Conclusion To enhance team effectiveness in compressive nursing service units, educational programs focusing on shared leadership and communication skills among nurses, nursing assistants, and caregivers must be developed.

Purpose: This study aimed to identify the effects of shared leadership, communication skills, and team effectiveness, as perceived by nurses and nursing assistants in comprehensive nursing service units. Methods: A cross-sectional research design was adopted, and the sample included 306 nurses, nurse assistants, and caregivers working in nine hospitals with fewer than 500 beds in two South Korean cities. The data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson’s correlation coefficient, and four-step hierarchical regression analysis. Results: The factors influencing team effectiveness in the hierarchal multiple regression analysis were shared leadership (β=.57,p<.001) and communication skills (β=.18, p<.001). These factors explained 49% of the total variance. Conclusion To enhance team effectiveness in compressive nursing service units, educational programs focusing on shared leadership and communication skills among nurses, nursing assistants, and caregivers must be developed.

Purpose: This study aimed to identify the effects of shared leadership, communication skills, and team effectiveness, as perceived by nurses and nursing assistants in comprehensive nursing service units. Methods: A cross-sectional research design was adopted, and the sample included 306 nurses, nurse assistants, and caregivers working in nine hospitals with fewer than 500 beds in two South Korean cities. The data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson’s correlation coefficient, and four-step hierarchical regression analysis. Results: The factors influencing team effectiveness in the hierarchal multiple regression analysis were shared leadership (β=.57,p<.001) and communication skills (β=.18, p<.001). These factors explained 49% of the total variance. Conclusion To enhance team effectiveness in compressive nursing service units, educational programs focusing on shared leadership and communication skills among nurses, nursing assistants, and caregivers must be developed.

Purpose: This study aimed to identify the effects of shared leadership, communication skills, and team effectiveness, as perceived by nurses and nursing assistants in comprehensive nursing service units. Methods: A cross-sectional research design was adopted, and the sample included 306 nurses, nurse assistants, and caregivers working in nine hospitals with fewer than 500 beds in two South Korean cities. The data were analyzed using descriptive statistics, t-tests, ANOVA, Pearson’s correlation coefficient, and four-step hierarchical regression analysis. Results: The factors influencing team effectiveness in the hierarchal multiple regression analysis were shared leadership (β=.57,p<.001) and communication skills (β=.18, p<.001). These factors explained 49% of the total variance. Conclusion To enhance team effectiveness in compressive nursing service units, educational programs focusing on shared leadership and communication skills among nurses, nursing assistants, and caregivers must be developed.

Social support and self-esteem play crucial roles in influencing the mental health of pregnant women. This study explored the moderating role of social support and the mediating role of self-esteem in the relationship between pregnancy-related stress and antenatal depression among pregnant women. Methods: This cross-sectional study included 180 pregnant women who visited the obstetrics outpatient clinic at a hospital in Changwon, Korea, between November 22 and December 30, 2022. Data were collected through structured questionnaires that assessed antenatal depression, pregnancy stress, self-esteem, and social support. The data were analyzed using descriptive statistics, Pearson correlation coefficients, and PROCESS Macro model 5. Results: The mean gestational age of the participants was 23 weeks. The mean score for pregnancy stress was 63.51±14.33, indicating a moderate level of self-esteem and social support were high, with scores of 31.06±4.83 and 41.96±7.73, respectively. Prenatal depression was notably low, averaging 6.51±4.59. It showed a significant positive correlation with pregnancy stress (r=.52, p<.001) and negative correlations with self-esteem (r=–.49, p<.001) and social support (r=–.24, p=.001). Self-esteem acted as a mediator in the relationship between pregnancy stress and antepartum depression among pregnant women, with an indirect effect of .05 and a 95% confidence interval of .02 to .08. Additionally, social support moderated the impact of pregnancy stress on antepartum depression (B=–.01, p=.036). Conclusion: The study emphasizes the need for a comprehensive approach to maternal mental health during pregnancy, which should include stress management, self-esteem enhancement, and social support interventions. Addressing these interconnected factors is crucial for promoting maternal well-being and reducing the incidence of prenatal depression.

Purpose: Social support is essential for postpartum well-being, but little is known about the postpnatal social support preferred by primiparous women. This study aimed to comprehensively understand and describe the meaning of postnatal social support experience in primiparous women. Methods: The participants were seven primiparous women who were within 1 year after childbirth, recruited through purposive and snowball sampling from an online parenting community. The data were collected through in-depth interviews from November 14 to 28, 2022. Participants were interviewed face-to-face or via phone or online platform, according to their choice. Colaizzi’s phenomenological qualitative research method was applied to analyze the meaning of the participants’ experience. Results: Five theme clusters and fourteen themes were identified from the data. The five theme clusters are as follows: (1) Shortcomings of the childbirth and postpartum care system I learned through my experience; (2) Government policies focusing on childbirth and child-rearing rather than postpartum recovery; (3) Driving force of postpartum recovery: Shared childbirth process; (4) Childcare on my own; and (5) Conflicted between being a stay-at-home mom and a working mom under inadequate maternity protection policies. Conclusion Despite postpartum support from the government that was perceived as inadequate, first-time mothers regained confidence and motivation for parenting with the help of family, peers, and social networks. First-time mothers need support from professionals and reliable online communities for postpartum recovery and parenting.

Purpose: This study performed an integrated review based on Roy’s adaptation modes of physiological-physical and psycho-social integration to identify health problems and measure health management of child and adolescent cancer survivors. Methods: Based on ‘Whittemore and Knafl’s stages’ of an integrative review process (problem identification, literature search, data evaluation, data analysis, and presentation of the results), six databases (Google Scholar, CINAHL, PubMed, RISS, KISS, and DBpia) were used to retrieve relevant articles. A total of 992 variables were collected from 14 studies published between 2011 and 2023. Results: Three thematic categories were identified: physiological-physical and psycho-social health problems (fatigue, diminished physical activity, physical sequela, sleep disorders, endocrine problems, bullying, and prejudice), daily self care management(lifestyles integrating health promotion, adaptation processes, and self-care), and preventive health management(utilization of health checkups and screening tests). Conclusion Nursing interventions that can result in a healthy lifestyle for child and adolescent cancer survivors should be further examined at the individual, community, and national levels.

Objectives: With the sudden global shift to online learning modalities, this study aimed to understand the unique challenges and experiences of emergency remote teaching (ERT) in nursing education. Methods: We conducted a comprehensive online international cross-sectional survey to capture the current state and firsthand experiences of ERT in the nursing discipline. Our analytical methods included a combination of traditional statistical analysis, advanced natural language processing techniques, latent Dirichlet allocation using Python, and a thorough qualitative assessment of feedback from open-ended questions. Results: We received responses from 328 nursing educators from 18 different countries. The data revealed generally positive satisfaction levels, strong technological self-efficacy, and significant support from their institutions. Notably, the characteristics of professors, such as age (p = 0.02) and position (p = 0.03), influenced satisfaction levels. The ERT experience varied significantly by country, as evidenced by satisfaction (p = 0.05), delivery (p = 0.001), teacher-student interaction (p = 0.04), and willingness to use ERT in the future (p = 0.04). However, concerns were raised about the depth of content, the transition to online delivery, teacher-student interaction, and the technology gap. Conclusions Our findings can help advance nursing education. Nevertheless, collaborative efforts from all stakeholders are essential to address current challenges, achieve digital equity, and develop a standardized curriculum for nursing education.