Purpose: This study aimed to explore tutoring experiences related to a high-risk newborn care simulation among nurses and nursing students to derive insights into developing effective neonatal nursing practice. Methods: A qualitative content-analysis study was conducted in March 2023. Data were collected through narrative surveys and focus group interviews with four neonatal intensive care unit nurses and 12 senior nursing students participating in a 1-day high-risk newborn care simulation program. A content analysis was performed on the collected data. Results: Three categories (“efforts to foster a sense of presence,” “efforts to promote positive awareness of the neonatal intensive care unit,” and “establishing one’s role as an educator”) and six subcategories were derived from the nurses’ responses. Three categories (“growth through a realistic virtual simulation,” “improved learning effects,” and “hope for continued development”) and six subcategories were derived from the nursing students’ responses. Conclusion The nursing students experienced realistic practice with their nurse tutors in the high-risk newborn care simulation, which helped them form their professional identity as future nurses. After tutoring, the nurses’ perceptions of nursing students changed positively, which affected their teaching methods.

Purpose: This study aimed to explore tutoring experiences related to a high-risk newborn care simulation among nurses and nursing students to derive insights into developing effective neonatal nursing practice. Methods: A qualitative content-analysis study was conducted in March 2023. Data were collected through narrative surveys and focus group interviews with four neonatal intensive care unit nurses and 12 senior nursing students participating in a 1-day high-risk newborn care simulation program. A content analysis was performed on the collected data. Results: Three categories (“efforts to foster a sense of presence,” “efforts to promote positive awareness of the neonatal intensive care unit,” and “establishing one’s role as an educator”) and six subcategories were derived from the nurses’ responses. Three categories (“growth through a realistic virtual simulation,” “improved learning effects,” and “hope for continued development”) and six subcategories were derived from the nursing students’ responses. Conclusion The nursing students experienced realistic practice with their nurse tutors in the high-risk newborn care simulation, which helped them form their professional identity as future nurses. After tutoring, the nurses’ perceptions of nursing students changed positively, which affected their teaching methods.

Purpose: We aimed to derive insights by analyzing the results of a patient safety awareness survey conducted by the Regional Patient Safety Center of the Korean Medical Association. Methods: Survey questions were developed in three domains: sociodemographic characteristics, patient safety awareness, and patient safety education needs. An online anonymous survey targeting Korean physicians was conducted annually from 2021 to 2023. Chi-square tests were used to verify differences in responses by year and sociodemographic characteristics. Results: A total of 774 physicians participated in the survey over the three-year period. Approximately half of the participants were still assessed to have insufficient knowledge about patient safety, and no clear year-over-year improvement was observed. Additionally, while patient safety incidents appeared common, the proportion of respondents who reported incidents remained around 20%. However, participants showed high levels of agreement or engagement in patient participation activities related to patient safety (over 90%), with 60% having previously received patient safety-related education, and nearly 90% expressing willingness to participate in future education. The findings also highlighted a particular urgency in improving patient safety awareness among clinic-based physicians. Conclusion Promoting awareness of patient safety incident reporting methods and encouraging clinic-based physicians to report incidents should be prioritized. The study’s findings will provide a foundation for more effectively fostering physician engagement in patient safety improvement activities.

Purpose: We aimed to derive insights by analyzing the results of a patient safety awareness survey conducted by the Regional Patient Safety Center of the Korean Medical Association. Methods: Survey questions were developed in three domains: sociodemographic characteristics, patient safety awareness, and patient safety education needs. An online anonymous survey targeting Korean physicians was conducted annually from 2021 to 2023. Chi-square tests were used to verify differences in responses by year and sociodemographic characteristics. Results: A total of 774 physicians participated in the survey over the three-year period. Approximately half of the participants were still assessed to have insufficient knowledge about patient safety, and no clear year-over-year improvement was observed. Additionally, while patient safety incidents appeared common, the proportion of respondents who reported incidents remained around 20%. However, participants showed high levels of agreement or engagement in patient participation activities related to patient safety (over 90%), with 60% having previously received patient safety-related education, and nearly 90% expressing willingness to participate in future education. The findings also highlighted a particular urgency in improving patient safety awareness among clinic-based physicians. Conclusion Promoting awareness of patient safety incident reporting methods and encouraging clinic-based physicians to report incidents should be prioritized. The study’s findings will provide a foundation for more effectively fostering physician engagement in patient safety improvement activities.

Purpose: This study aimed to explore tutoring experiences related to a high-risk newborn care simulation among nurses and nursing students to derive insights into developing effective neonatal nursing practice. Methods: A qualitative content-analysis study was conducted in March 2023. Data were collected through narrative surveys and focus group interviews with four neonatal intensive care unit nurses and 12 senior nursing students participating in a 1-day high-risk newborn care simulation program. A content analysis was performed on the collected data. Results: Three categories (“efforts to foster a sense of presence,” “efforts to promote positive awareness of the neonatal intensive care unit,” and “establishing one’s role as an educator”) and six subcategories were derived from the nurses’ responses. Three categories (“growth through a realistic virtual simulation,” “improved learning effects,” and “hope for continued development”) and six subcategories were derived from the nursing students’ responses. Conclusion The nursing students experienced realistic practice with their nurse tutors in the high-risk newborn care simulation, which helped them form their professional identity as future nurses. After tutoring, the nurses’ perceptions of nursing students changed positively, which affected their teaching methods.

Purpose: We aimed to derive insights by analyzing the results of a patient safety awareness survey conducted by the Regional Patient Safety Center of the Korean Medical Association. Methods: Survey questions were developed in three domains: sociodemographic characteristics, patient safety awareness, and patient safety education needs. An online anonymous survey targeting Korean physicians was conducted annually from 2021 to 2023. Chi-square tests were used to verify differences in responses by year and sociodemographic characteristics. Results: A total of 774 physicians participated in the survey over the three-year period. Approximately half of the participants were still assessed to have insufficient knowledge about patient safety, and no clear year-over-year improvement was observed. Additionally, while patient safety incidents appeared common, the proportion of respondents who reported incidents remained around 20%. However, participants showed high levels of agreement or engagement in patient participation activities related to patient safety (over 90%), with 60% having previously received patient safety-related education, and nearly 90% expressing willingness to participate in future education. The findings also highlighted a particular urgency in improving patient safety awareness among clinic-based physicians. Conclusion Promoting awareness of patient safety incident reporting methods and encouraging clinic-based physicians to report incidents should be prioritized. The study’s findings will provide a foundation for more effectively fostering physician engagement in patient safety improvement activities.

Purpose: This study is descriptive research aiming to identify factors influencing the stigma experienced by college students with coronavirus disease 2019 (COVID-19), focusing on COVID-19 pandemic stress, depression, and fear of negative evaluation as the main variables. Methods: An online survey was administered to 175 college students who had been diagnosed with COVID-19 from January to May 2022 and were enrolled in universities in Seoul, Cheongju, and Daegu, South Korea. The survey collected data on pandemic stress, depression, fear of negative evaluation, and stigma. The data were analyzed using the t-test, ANOVA, the Scheffé test, Pearson’s correlation coefficients, and stepwise multiple regression in SPSS/WIN 26.0. Results: We analyzed differences in stigma scores based on general characteristics of the college students and found significant differences in stigma scores by age, major satisfaction, interpersonal satisfaction, date of COVID-19 confirmation, treatment modality, and recent subjective health condition. Factors influencing stigmatization were identified as COVID-19 pandemic stress, depression, date of COVID-19 confirmation, treatment modality, recent subjective health condition, and major satisfaction, with an overall explanatory power of 37.6%. Conclusion This study is significant as it identifies emotional changes across various aspects of pandemic stress, depression, fear of negative evaluation, and stigma among college students who have been diagnosed with COVID-19. The findings of this study suggest the development of programs to reduce psychological distress and enhance mental health management skills among these students.

Purpose: This study aimed to systematically review studies on the effect of peer tutoring on pediatric nursing education for nursing students and identify its contents and characteristics. Methods: A comprehensive search was conducted from November to December 2023 across databases including PubMed, Embase, CENTRAL, CINAHL, ProQuest, and others. We included both published and unpublished literature in English or Korean. Three reviewers independently screened and selected eligible studies that involved undergraduate nursing students participating in peer tutoring programs focused on pediatric nursing education. We analyzed quantitative outcomes related to learning effects and learner responses. The quality of the studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials and the risk of bias assessment tool for non-randomized studies. Results: Five studies were reviewed, encompassing randomized controlled trials, a non-randomized controlled trial, a cohort study, and a before-after study. These interventions were conducted in school settings or pediatric clinical environments and featured different forms of peer teaching: horizontal, near-peer, and reciprocal. The tutor-to-tutee ratios ranged from 1:3 to 1:36.5. The educational content covered nursing care for major neonatal diseases, communication skills, medication administration, and resuscitation techniques. Significant improvements in cognitive knowledge and communication skills were observed among nursing students. However, there was noticeable variability in the design and reporting of the studies. Conclusion Peer tutoring programs can effectively enhance pediatric nursing education by improving nursing students’ knowledge and skills. For future meta-analyses, more studies in this field reported according to reporting guidelines are needed.

Qualitative research methodology has been applied with increasing frequency in various fields, including in healthcare research, where quantitative research methodology has traditionally dominated, with an empirically driven approach involving statistical analysis. Drawing upon artifacts and verbal data collected from in-depth interviews or participatory observations, qualitative research examines the comprehensive experiences of research participants who have experienced salient yet unappreciated phenomena. In this study, we review 6 representative qualitative research methodologies in terms of their characteristics and analysis methods: consensual qualitative research, phenomenological research, qualitative case study, grounded theory, photovoice, and content analysis. We mainly focus on specific aspects of data analysis and the description of results, while also providing a brief overview of each methodology’s philosophical background. Furthermore, since quantitative researchers have criticized qualitative research methodology for its perceived lack of validity, we examine various validation methods of qualitative research. This review article intends to assist researchers in employing an ideal qualitative research methodology and in reviewing and evaluating qualitative research with proper standards and criteria.