Purpose: This study investigated the nursing competency of graduates of 4-year college nursing programs following curriculum reforms. Methods: Participants were nurses with clinical experience ranging from six months to three years at tertiary and general hospitals. Proportional quota sampling was performed based on region and hospital type. Nursing competency among college graduates was examined using university graduates as the reference group; nursing managers evaluated the competencies of both groups. Results: First, the overall nursing competencies of college graduates (4.03±0.49) and university graduates (3.97±0.49) did not differ significantly (t=1.43, p=.154). Second, nursing managers’ evaluations indicated comparable nursing competencies of graduates from colleges (3.68±0.72) and university (3.54±0.64) (t=1.87, p=.062). Conclusion These results suggest that the reform of the 4-year nursing program at colleges successfully achieved its educational goals, equivalent to university training programs. These findings reflect positive educational outcomes achieved through changes in the academic system.

Purpose: This study aims to develop a fundamental nursing practice education program using the room of errors simulation for second-year nursing students and to validate its effects on their perceptions, knowledge, and activities related to patient safety management. Methods: A non-equivalent control group pretest-posttest design was used. Participants were 68 nursing students (experimental group: 35, control group: 33) from two universities. The experimental group completed two 2-hour simulation sessions using the room of errors simulation. The study was conducted from December 9 to December 30, 2024. Results: After participating in the error simulation, the experimental group showed statistically significant improvements in knowledge (t=4.70, p<.001) and activities (t=3.60, p=.001) related to patient safety management compared with the control group. However, no significant difference was observed in perceptions of patient safety management between the groups (t= -0.70, p=.489). Conclusion The room of errors simulation program effectively enhanced nursing students’ knowledge and activities related to patient safety management. These findings indicate that integrating “room of errors” simulation training strategies into second-year fundamental nursing practice is essential.

Purpose: This study aims to evaluate the effects of a discharge nursing intervention program on hip function, exercise self-efficacy, and self-care in patients undergoing total hip arthroplasty. Methods: A randomized controlled pretest–posttest design was used with 54 patients (27 experimental and 27 control) hospitalized for total hip arthroplasty at Chungbuk National University Hospital in Cheongju, South Korea. The experimental group received a discharge nursing intervention consisting of two face-to-face education sessions before discharge, telephone counseling after discharge, and instructions for completing an exercise diary. The control group received routine discharge education on the day of discharge and a follow-up telephone call two weeks later providing outpatient appointment information. The effects of the intervention were evaluated by measuring hip function, exercise self-efficacy, and self-care at two time points: before the intervention and six weeks after surgery. Results: The experimental group demonstrated statistically significant improvements in hip function (t= -3.81, p<.001) and self-care (t= -7.93, p<.001) compared with the control group. Although exercise self-efficacy also increased in the experimental group, the difference was not statistically significant (t= -1.00, p=.324). Conclusion The discharge nursing intervention program effectively enhanced hip function and self-care after total hip arthroplasty. These findings support the development of standardized discharge education guidelines and their integration into clinical nursing practice.

Purpose: This descriptive survey study aimed to investigate the impact of the health literacy and compassion competencies of nurses in integrated nursing care service wards on patient-centered care. Methods: This study included 185 nurses working in integrated nursing care service wards in four tertiary hospitals located in Chungbuk and Gyeonggi provinces. Data analysis involved independent t-tests, one-way ANOVA, Pearson’s correlation coefficient and stepwise multiple regression analysis. Results: Regarding participants’ general characteristics, nurses with less than five years of clinical experience (t=2.30, p=.023) demonstrated a more positive attitude toward utilizing health literacy in their professional practice. The factors influencing patient-centered care included communication (β=.35, p<.001) and sensitivity (β=.21, p=.018) from compassion competence, as well as knowledge (β=.20, p=.004) from health literacy competencies, which together explained 42.0% of the variance (F=45.98, p<.001). Conclusion This study shows that health literacy and compassion are critical factors in enhancing patient-centered care in integrated nursing-care service wards. To improve these competencies of nurses, it is necessary to provide an appropriate working environment and to offer continuous training programs with various training methods. Furthermore, research on health literacy competencies tailored to the domestic context is necessary.

Purpose: This study aimed to examine the relationships between artificial intelligence (AI) knowledge, attitudes, perceptions, and utilization ability, and their influence on communication competence in nursing students. Methods: A descriptive cross-sectional study was conducted with 160 nursing students from three universities in Chungcheongbuk-do, Korea, between September 12 and 19, 2025. Data were collected using self-administered questionnaires to assess AI knowledge, attitudes, perception and utilization ability, and communication competence. Data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, Pearson’s correlation coefficients, and stepwise multiple regression using IBM SPSS version 26.0. Results: The mean scores for communication competence were 180.63±16.56. The scores for AI knowledge, positive attitudes, negative attitudes, and perception/utilization ability were 10.53±3.59, 45.06±4.44, 22.25±3.80, and 88.33±12.50, respectively. Significant predictors of communication competence included positive attitudes toward AI (B=0.95, p=.003), perceived ease of use (B=1.15, p=.009), and AI usage time of five hours or more per week (B=8.23, p=.015). These factors explained 22.0% of the variance in communication competence. Conclusion Educational interventions that foster positive attitudes toward AI, enhance perceived ease of use through user-friendly tools, and provide sufficient hands-on experience with AI programs may effectively improve nursing students’ communication competence.

Purpose: This study developed and implemented an Adler’s early recollection program for nursing students based on Adler’s individual psychology theory and evaluated its effects on psychological stress, interpersonal relations, self-encouragement, and social interest. Methods: This quasi-experimental study employed a nonequivalent control group, non-synchronized design. Post-intervention assessments were conducted at 8 and 12 weeks after program completion for the experimental group and at 8 and 12 weeks after the pretest for the control group. The experimental group (n=30) participated in Adler’s early recollection program for 8 weeks (60 minutes per week), whereas the control group (n=30) received no intervention. Data were collected using pre- and post-intervention self-report questionnaires. Data were analyzed using IBM SPSS version 25.0, using the χ² test, independent t-test, Shapiro–Wilk test, and repeated measures ANOVA. Results: Statistically significant interaction effects between group and time were found for psychological stress (F=8.08, p=.001), interpersonal relations (F=56.04, p<.001), self-encouragement (F=31.75, p<.001), and social interest (F=39.15, p<.001). Conclusion The findings demonstrate that Adler’s early recollection program is an effective intervention for reducing psychological stress and enhancing interpersonal relations, self-encouragement, and social interest among nursing students. Future replication studies with larger samples and diverse populations are recommended to further validate and generalize these findings.

Purpose: This study aimed to develop and evaluate a patient-tailored educational intervention for postoperative nausea and vomiting to improve pain management behaviors and clinical outcomes in patients undergoing total knee arthroplasty (TKA). Methods: A randomized controlled trial powered to detect a large effect size (Cohen’s d=0.80) was conducted with 59 patients undergoing TKA, assigned to an experimental (n=29) or control group (n=30). The intervention group received tailored postoperative nausea and vomiting video education based on the Apfel risk scores, whereas the control group received standard care. The key outcomes (postoperative nausea and vomiting, analgesic use, pain, satisfaction, range of motion, and ambulation) were assessed for 7 days. Results: Although postoperative nausea and vomiting incidence was similar between groups (φ=.02, p=.895), the intervention group showed significantly better pain management: higher patient-controlled analgesia consumption (Cohen’s d=0.61, p=.027), no patient-controlled analgesia discontinuations (φ=.33, p=.011), and greater rescue analgesic use (φ=.38, p=.005). This resulted in less pain, higher satisfaction, superior range of motion, and faster ambulation (all p<.001). Conclusion This study challenges the clinical notion that elderly patients are unable to manage complex medical information. By translating complex Apfel risk scores into tailored, actionable video education, the intervention empowered patients to become active agents in their own recovery rather than passive recipients of care. This demonstrates that a well-designed, patient-centered approach is crucial not only for improving functional outcomes but also for reinforcing the core value of viewing patients as leaders in their own healthcare journey.

Purpose: Research on depressive symptoms among older workers is limited. This study aimed to explore the relationships between demographics, job characteristics, psychosocial work environment factors, and depressive symptoms in older workers, and to identify the factors that influence these symptoms. Methods: This secondary analysis used data from the 7th Korean Working Conditions Survey, focusing on 7,238 workers aged 55 years or older, after excluding missing values from an initial sample of 10,778 individuals. Depressive symptoms were assessed using the Korean version of the World Health Organization-Five Well-Being Index. Data analysis involved cross-tabulation, general linear modeling, and both univariate and multivariate logistic regression analyses using complex sample designs. Results: Depression scores were categorized into depressed (n=2,490, weighted %=35.3%) and non-depressed (n=4,748, weighted %=64.7%) groups based on a cutoff score of less than 13, which indicates poor mental well-being. Complex-sample multivariate logistic regression analysis identified several significant factors influencing depressive symptoms, including education level (middle school odds ratio [OR]=1.56), perceived health status (fair OR=1.63, poor OR=2.95), reflection of opinions and taking breaks during work (OR=0.93 and OR=0.97, respectively), colleagues’ support (OR=0.85), job insecurity (OR=1.04), and satisfaction with the work environment (OR=1.47). Conclusion Older workers, especially people with a middle school education or less, were more vulnerable to the risk of developing depression. To mitigate and prevent depressive symptoms, it is essential to implement individual-level strategies—such as health promotion and employee assistance programs, and counseling services—alongside organizational-level measures, including the expansion of job autonomy and supportive workplace policies for older workers.

Purpose: This study aimed to identify research trends in moral resilience in healthcare through text network analysis and topic modeling of abstracts published in domestic and international journals and to propose future research directions. Methods: A quantitative content analysis was conducted on English abstracts of studies related to moral or ethical resilience in healthcare published through May 2025. Sixty-three papers were selected after removing duplicates, and screening was conducted using eight databases: KISS, RISS, DBpia, KCI, CINAHL, Embase, PubMed, and Web of Science. Texts were analyzed using NetMiner 4.5.1 for keyword co-occurrence network construction and Latent Dirichlet Allocation topic modeling. Core keywords were identified using degree and centrality indices, and topics were named through researcher consensus. Results: Research on moral resilience in healthcare began in 2013 and has increased rapidly after 2023, particularly after the coronavirus disease 2019 pandemic. Among 230 extracted keywords, “moral resilience,” “moral distress,” and “care” showed the highest centrality. Five major topics were identified: (1) moral resilience and burnout in practice, (2) moral resilience among nursing students, (3) moral competence and fatigue in practice, (4) moral resilience assessment, and (5) moral injury and secondary traumatic stress among healthcare workers. Conclusion Moral resilience reflects the ethical strength that enables healthcare professionals to sustain integrity amid moral adversity. Although the number of international studies has increased, domestic research remains limited. Further work should clarify this concept, develop training programs, and explore organizational strategies to strengthen moral resilience.

Purpose: This study evaluated the effects of a clinical nurse educator (CNE)-led training program for newly graduated nurses on individual and organizational outcomes using Kirkpatrick’s four-level evaluation model. Methods: A quasi-experimental, nonequivalent control group pretest-posttest design was employed. A total of 367 new nurses from a tertiary hospital in Korea participated, including 186 in the control group (traditional training, 2022 cohort) and 181 in the experimental group (CNE-led training, 2023 cohort). Data were obtained from institutional records. Outcomes included educational satisfaction, clinical knowledge scores, discontinuation of the nurse residency program (NRP) before independent practice, patient safety incident reports, and one-year personnel turnover. Results: Clinical knowledge scores improved significantly in the experimental group compared with the control group (p=.021). The one-year personnel turnover rate decreased significantly from 27.4% to 18.8% (p=.043). Although educational satisfaction and NRP discontinuation rates improved, the differences were not statistically significant. No significant differences were observed in patient safety incident reports. Conclusion The CNE-led training program effectively enhanced clinical competence and reduced early personnel turnover. These findings underscore the importance of structured onboarding programs in promoting early clinical adaptation and strengthening organizational retention.