This study aimed to determine the effect of a swallowing rehabilitation program on the incidence of dysphagia, aspiration pneumonia, nutritional status, and swallowing-related quality of life in elderly lung cancer patients after lobectomy. Methods: A quasi-experimental study using a non-equivalent control group pretest-posttest design was conducted from June to October 2024. The participants were 63 lung cancer patients aged 65 years or older scheduled for lobectomy. The experimental group (n=30) received a swallowing rehabilitation program in addition to conventional respiratory rehabilitation, while the control group (n=33) received only conventional respiratory rehabilitation. The program was implemented eight times over 4 days after surgery. Dysphagia was assessed daily for 4 days postoperatively, aspiration pneumonia was assessed on the fourth postoperative day, nutritional status was assessed daily, and swallowing-related quality of life was evaluated preoperatively and on the fourth postoperative day. Results: The incidence of dysphagia was lower in the experimental group that received the swallowing rehabilitation program, with four cases reported, compared with 13 cases in the control group (χ2=5.42, p=.025). There were no significant differences between groups in the incidence of aspiration pneumonia, nutritional status, or swallowing-related quality of life. Conclusion: The swallowing rehabilitation program was effective in reducing the incidence of dysphagia in elderly lung cancer patients after lobectomy. It may serve as a practical nursing intervention to promote recovery and swallowing function in this patient population.

Purpose: This study investigated the effects of legality-focused nursing record education for nursing students on their knowledge, self-confidence, and nursing record performance. Methods: A randomized comparison of pre-and post-test results was conducted, with 62 participants from six colleges or universities assigned to either an intervention group (n=31 in three clusters) or a control group (n=31 in three clusters). The experimental group received two 2-hour sessions of legality-focused nursing education through discussions, whereas the control group was provided written handouts. Data collected included measures of knowledge, self-confidence, and nursing record performance. The data were statistically analyzed using SPSS 28.0, with the x2 test, independent t-test, paired t-test, and analysis of covariance. Results: The knowledge and self-confidence scores of both groups improved significantly after the educational intervention. The nursing record performance score improved more in the experimental than in the control group. Conclusion Universities can apply standardized nursing record education focusing on legal issues by selecting methods appropriate to their curriculum or situation. Education on the legal aspects of nursing records can assist in the utilization of standardized nursing records in clinical practice. Improving the quality of nursing records, in turn, can enhance efficiency among healthcare professionals and contribute to better patient health outcomes.

Purpose: This study investigated the effects of legality-focused nursing record education for nursing students on their knowledge, self-confidence, and nursing record performance. Methods: A randomized comparison of pre-and post-test results was conducted, with 62 participants from six colleges or universities assigned to either an intervention group (n=31 in three clusters) or a control group (n=31 in three clusters). The experimental group received two 2-hour sessions of legality-focused nursing education through discussions, whereas the control group was provided written handouts. Data collected included measures of knowledge, self-confidence, and nursing record performance. The data were statistically analyzed using SPSS 28.0, with the x2 test, independent t-test, paired t-test, and analysis of covariance. Results: The knowledge and self-confidence scores of both groups improved significantly after the educational intervention. The nursing record performance score improved more in the experimental than in the control group. Conclusion Universities can apply standardized nursing record education focusing on legal issues by selecting methods appropriate to their curriculum or situation. Education on the legal aspects of nursing records can assist in the utilization of standardized nursing records in clinical practice. Improving the quality of nursing records, in turn, can enhance efficiency among healthcare professionals and contribute to better patient health outcomes.

Purpose: This study investigated the effects of legality-focused nursing record education for nursing students on their knowledge, self-confidence, and nursing record performance. Methods: A randomized comparison of pre-and post-test results was conducted, with 62 participants from six colleges or universities assigned to either an intervention group (n=31 in three clusters) or a control group (n=31 in three clusters). The experimental group received two 2-hour sessions of legality-focused nursing education through discussions, whereas the control group was provided written handouts. Data collected included measures of knowledge, self-confidence, and nursing record performance. The data were statistically analyzed using SPSS 28.0, with the x2 test, independent t-test, paired t-test, and analysis of covariance. Results: The knowledge and self-confidence scores of both groups improved significantly after the educational intervention. The nursing record performance score improved more in the experimental than in the control group. Conclusion Universities can apply standardized nursing record education focusing on legal issues by selecting methods appropriate to their curriculum or situation. Education on the legal aspects of nursing records can assist in the utilization of standardized nursing records in clinical practice. Improving the quality of nursing records, in turn, can enhance efficiency among healthcare professionals and contribute to better patient health outcomes.

Purpose: This descriptive survey study aimed to examine the effects of grit, social support, job crafting, and evidence-based practice competency on job satisfaction among nurses. Methods: The participants of this study were 211 clinical nurses with experience of more than six months. Data were collected using through an online survey from February 1 to February 17, 2023. The questionnaires was consisted of general characteristics, grit, social support, job crafting, evidence-based practice competency, and job satisfaction. Data were analyzed using descriptive statistics(frequency, percentage, mean, and standard deviation), t-test, ANOVA, Pearson correlation coefficient, and multiple regression analysis with the SPSS/WIN 28.0 program. Results: The average scores of the main variables were 3.08±0.44 out of four for grits, 3.67±0.52 out of five for social support, 4.20±0.64 out of five for job crafting, 4.84±0.71 out of seven for evidence-based practice competency, and 3.72±0.55 out of five for job satisfaction. In the regression model, the factors affecting the nurses’ job satisfaction were grit (β=0.66, p<.001) and social support (β=0.11, p=.046), which explained 78.7% of the variance in job satisfaction. Job crafting and evidence-based practice competency were correlated with job satisfaction; however, there was no statistically significant effects of these variables on job satisfaction. Conclusion Based on the findings of this study, grit and social support showed the most significant effects on the job satisfaction of nurses. Therefore, active support is needed to develop a strategy to improve nurses’ grit and to create a supportive work environment, which would be helpful to increase their job satisfaction.