Purpose: This study evaluated the validity and reliability of therapeutic communication responses generated by GPT-5 by comparing different prompt-engineering strategies and identifying optimal methods for psychiatric nursing education. Methods: A methodological design compared four strategies—Zero-shot, Few-shot, Chain-of-Thought (CoT), and Role-prompt—applied to ten psychiatric nursing communication questions. Fourteen experts with over ten years of combined clinical and educational experience rated 40 anonymized responses using a 4-point scale. Inter-rater reliability was assessed with Fleiss' κ and Krippendorff's ⍺ from 400 repeated outputs. Semantic consistency was examined using cosine similarity. Analyses were conducted in Python. Results: Role-prompt showed the highest content validity (mean=3.54±0.39, S-CVI/Ave=0.95), followed by CoT and Zero-shot. Inter-rater agreement was slight (κ=0.07; ⍺=0.15). Semantic consistency was highest for CoT (0.76±0.12) and Role-prompt (0.75±0.11). A Friedman test indicated significant differences among strategies (x2(3)=11.88, p=.008). Conclusion Role-prompt yielded the most valid therapeutic responses, while CoT produced the most consistent outputs. These findings support the use of Role-prompt and CoT strategies to enhance the validity and reliability of therapy.

Purpose: The COVID-19 pandemic significantly impacted clinical practicums for nursing students, especially in mental health nursing, resulting in cancellations due to infection risks. In response, online and VR simulations emerged as appealing alternatives that cater to the preferences of digital-native learners. This study aimed to evaluate a VR-based mental health nursing simulation program. Methods: The study utilized a non-equivalent control group pretest-posttest design and was conducted within nursing education institutions. Fifty-four fourth-year nursing students, who had theoretical knowledge but lacked clinical experience, participated after providing informed consent. The program consisted of six thematic modules that simulated real-world scenarios, and its effectiveness was assessed using repeated measures ANOVA. Results: The findings revealed significant improvements in knowledge related to mental health disorders, learning flow, and overall satisfaction. The program successfully bridged the gap between theoretical and practical learning, enhancing students' skills and confidence in patient interactions and therapeutic nursing interventions. Conclusion The simulation education program effectively served as a bridge between theoretical learning and practical application, providing students with a valuable educational experience. By improving students' abilities and confidence in engaging with patients and delivering therapeutic nursing interventions, the program demonstrated its potential to connect classroom learning with real-world clinical practice in mental health nursing.

Purpose: This study aims to systematically review the literature and conduct a meta-analysis to thoroughly analyze the outcomes of studies on simulation programs in psychiatric nursing. Methods: We conducted an initial search from January 1, 2000, to September 30, 2023, using databases such as PubMed, EMBASE, CINAHL, the Cochrane Library, and Web of Science. A total of 2,571 articles were reviewed based on inclusion and exclusion criteria. We selected 35 articles for systematic literature review and subjected 20 of them to meta-analysis. Data analysis was conducted using descriptive statistics and the Comprehensive Meta-Analysis program. Results: The number of psychiatric nursing simulation programs has increased since 2015. The most common programs used Standard Patients (SP), but studies using Virtual Reality (VR), audio, video, and other methods have recently been reported. The programs addressed various mental health issues, including depression, suicide, violence, alcohol problems, and mood disorders. Overall, considering all the studies, a significant effect was observed with a pooled Hedges’s g value of 0.56 (95% CI: 0.35~0.78; p<.001). Conclusion These findings highlight the importance of incorporating simulation-based education into nursing curricula to equip professionals with the skills to provide high-quality care to individuals with mental health problems. Further research is needed to explore the long-term benefits of these educational interventions on patient care.

Purpose: To identify factors affecting turnover intention of long-term care hospital nurses. Methods: After receiving permission from nursing managers at 10 nursing hospitals with 100 to 500 beds in three cities in South Korea, nurses who agreed to participate in this study were recruited and a survey was conducted. Final participants included 172 long-term care hospital nurses. Data collection was conducted from January 2, 2024 to April 30, 2024. Questionnaires included job stress, ethical dilemma, burnout, and turnover intention. Statistical analysis was performed using t-test, analysis of variance, Pearson’s correlation coefficient, and multiple regression analysis. Results: Ethical dilemma, job stress, burnout, and turnover intention of long-term care hospital nurses all had significant positive correlations. Age, position, job stress, and burnout were substantial in the turnover intention of long-term care hospital nurses. Conclusion Findings of this study can be used as primary data for improving the quality of nursing in long-term care hospitals, promoting efficient human resource management, and establishing policies.

Purpose: The aim of the study was to conduct a systematic review and meta-analysis of nurses’ turnover intention in existing studies. Methods: A literature search was conducted in two rounds. The first round was performed on December 16, 2018. The search period was from January 1, 2008, to December 16, 2018, and involved seven databases: MEDLINE and EMBASE, which are international academic databases, and KoreaMed, KERIS, KISS, KISTI, and KMbase, which are domestic academic databases. The second search round was performed on July 2, 2022. The search period was from 2019 to 2022. Results: Fifty-three variables associated with turnover intention were identified in articles in the first round, with significantly associated work- and organization-related parameters, including burnout, emotional labor, job stress, role conflict, job satisfaction, and organizational commitment. Thirty-eight variables were identified in the second round, with mental and psychological parameters, including mental health and psychological capital, having a more significant influence. Conclusion The findings of this study can be used to prevent the turnover of hospital nurses and develop strategies for retaining excellent and professional hospital nurses.

Purpose: The COVID-19 pandemic significantly impacted clinical practicums for nursing students, especially in mental health nursing, resulting in cancellations due to infection risks. In response, online and VR simulations emerged as appealing alternatives that cater to the preferences of digital-native learners. This study aimed to evaluate a VR-based mental health nursing simulation program. Methods: The study utilized a non-equivalent control group pretest-posttest design and was conducted within nursing education institutions. Fifty-four fourth-year nursing students, who had theoretical knowledge but lacked clinical experience, participated after providing informed consent. The program consisted of six thematic modules that simulated real-world scenarios, and its effectiveness was assessed using repeated measures ANOVA. Results: The findings revealed significant improvements in knowledge related to mental health disorders, learning flow, and overall satisfaction. The program successfully bridged the gap between theoretical and practical learning, enhancing students' skills and confidence in patient interactions and therapeutic nursing interventions. Conclusion The simulation education program effectively served as a bridge between theoretical learning and practical application, providing students with a valuable educational experience. By improving students' abilities and confidence in engaging with patients and delivering therapeutic nursing interventions, the program demonstrated its potential to connect classroom learning with real-world clinical practice in mental health nursing.

Purpose: The COVID-19 pandemic significantly impacted clinical practicums for nursing students, especially in mental health nursing, resulting in cancellations due to infection risks. In response, online and VR simulations emerged as appealing alternatives that cater to the preferences of digital-native learners. This study aimed to evaluate a VR-based mental health nursing simulation program. Methods: The study utilized a non-equivalent control group pretest-posttest design and was conducted within nursing education institutions. Fifty-four fourth-year nursing students, who had theoretical knowledge but lacked clinical experience, participated after providing informed consent. The program consisted of six thematic modules that simulated real-world scenarios, and its effectiveness was assessed using repeated measures ANOVA. Results: The findings revealed significant improvements in knowledge related to mental health disorders, learning flow, and overall satisfaction. The program successfully bridged the gap between theoretical and practical learning, enhancing students' skills and confidence in patient interactions and therapeutic nursing interventions. Conclusion The simulation education program effectively served as a bridge between theoretical learning and practical application, providing students with a valuable educational experience. By improving students' abilities and confidence in engaging with patients and delivering therapeutic nursing interventions, the program demonstrated its potential to connect classroom learning with real-world clinical practice in mental health nursing.

Purpose: The COVID-19 pandemic significantly impacted clinical practicums for nursing students, especially in mental health nursing, resulting in cancellations due to infection risks. In response, online and VR simulations emerged as appealing alternatives that cater to the preferences of digital-native learners. This study aimed to evaluate a VR-based mental health nursing simulation program. Methods: The study utilized a non-equivalent control group pretest-posttest design and was conducted within nursing education institutions. Fifty-four fourth-year nursing students, who had theoretical knowledge but lacked clinical experience, participated after providing informed consent. The program consisted of six thematic modules that simulated real-world scenarios, and its effectiveness was assessed using repeated measures ANOVA. Results: The findings revealed significant improvements in knowledge related to mental health disorders, learning flow, and overall satisfaction. The program successfully bridged the gap between theoretical and practical learning, enhancing students' skills and confidence in patient interactions and therapeutic nursing interventions. Conclusion The simulation education program effectively served as a bridge between theoretical learning and practical application, providing students with a valuable educational experience. By improving students' abilities and confidence in engaging with patients and delivering therapeutic nursing interventions, the program demonstrated its potential to connect classroom learning with real-world clinical practice in mental health nursing.

Purpose: This systematic literature review and meta-analysis explored extended reality (XR)-based pediatric nursing simulation programs and analyzed their effectiveness. Methods: A literature search was conducted between May 1 and 30, 2022 in the following electronic databases: MEDLINE, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), and CINAHL. The search period was from 2000 to 2022. In total, 6,095 articles were reviewed according to the inclusion and exclusion criteria, and 14 articles were selected for the final content analysis and 10 for the meta-analysis. Data analysis was performed using descriptive statistics and the Comprehensive Meta- Analysis program. Results: XR-based pediatric nursing simulation programs have increased since 2019. Studies using virtual reality with manikins or high-fidelity simulators were the most common, with six studies. The total effect size was statistically significant at 0.84 (95% confidence interval=0.50-1.19, z=4.82, p<.001). Conclusion Based on the findings, we suggest developing standardized guidelines for the operation of virtual pediatric nursing simulation education and practice. Simultaneously, the application of more sophisticated research designs for effect measurement and the combined applications of various virtual simulation methods are needed to validate the most effective simulation methodology.

Purpose: This study aimed to identify the types of perception toward non-face-to-face clinical practice and to characterize the types of students who experienced online clinical practice during the coronavirus disease 2019 (COVID-19) pandemic. Methods: Q-methodology was used in this study, and 270 Q populations were formed based on in-depth interviews with 10 nursing students who had experienced non-face-to-face clinical practice, as well as related literature. Interviews were performed from August 1 to 31, 2022. A total of 42 Q samples were extracted, and Q sorting was performed on 33 nursing students who had experienced non-face-to-face clinical practice. A Q factor analysis was performed using the PC-QUANL program. Results: The nursing students’ perceptions of non-face-to-face clinical practice were classified into the following five types: “future professional competency-focused type,” “realistic convenience priority type,” “task burden awareness type,” “negative critic type,” and “limited experience dissatisfaction type.” Conclusion This study revealed non-face-to-face clinical practice’s positive and negative aspects in nursing education. Moreover, it identified the aspects of clinical practice that cannot be replaced by non-face-to-face clinical practice and the elements of non-face-to-face practice that can complement clinical practice. These findings can be used as fundamental data to establish a stable and efficient system for improving the quality of clinical practice in the post-COVID-19 era and to implement effective non-face-to-face clinical practice according to student types.