Purpose: This study aimed to define coaching in nursing clearly and elucidate its essential role within the context of contemporary nursing education in clinical settings. Methods: A concept analysis was conducted using Rodgers’ evolutionary method. Literature was extracted from databases such as Web of Science, Medline (PubMed) and CINAHL. Results: Results of analysis led to the development of an operational definition of coaching in nursing characterized as an educational approach focusing on nursing tasks. Coaching in nursing is a systematic and formalized process that can enhance the learning experience through interactive engagement rather than direct instruction. The analysis identified five core attributes of coaching in nursing: nursing task-focused, educational, facilitative, processive, and interactive. Conclusion The purpose of this concept analysis was to propose a comprehensive definition of coaching in nursing that could align with its theoretical foundation within modern nursing practice. Using Rodgers' evolutionary concept analysis method, related terms, attributes, antecedents, and outcomes were identified, culminating in a detailed definition. This concept analysis provides a contemporary definition of coaching in nursing, clarifying its meaning, ensuring applicability, and offering guidance for future research, education, and clinical practice.

Purpose: This study aimed to define coaching in nursing clearly and elucidate its essential role within the context of contemporary nursing education in clinical settings. Methods: A concept analysis was conducted using Rodgers’ evolutionary method. Literature was extracted from databases such as Web of Science, Medline (PubMed) and CINAHL. Results: Results of analysis led to the development of an operational definition of coaching in nursing characterized as an educational approach focusing on nursing tasks. Coaching in nursing is a systematic and formalized process that can enhance the learning experience through interactive engagement rather than direct instruction. The analysis identified five core attributes of coaching in nursing: nursing task-focused, educational, facilitative, processive, and interactive. Conclusion The purpose of this concept analysis was to propose a comprehensive definition of coaching in nursing that could align with its theoretical foundation within modern nursing practice. Using Rodgers' evolutionary concept analysis method, related terms, attributes, antecedents, and outcomes were identified, culminating in a detailed definition. This concept analysis provides a contemporary definition of coaching in nursing, clarifying its meaning, ensuring applicability, and offering guidance for future research, education, and clinical practice.

Purpose: This study aimed to define coaching in nursing clearly and elucidate its essential role within the context of contemporary nursing education in clinical settings. Methods: A concept analysis was conducted using Rodgers’ evolutionary method. Literature was extracted from databases such as Web of Science, Medline (PubMed) and CINAHL. Results: Results of analysis led to the development of an operational definition of coaching in nursing characterized as an educational approach focusing on nursing tasks. Coaching in nursing is a systematic and formalized process that can enhance the learning experience through interactive engagement rather than direct instruction. The analysis identified five core attributes of coaching in nursing: nursing task-focused, educational, facilitative, processive, and interactive. Conclusion The purpose of this concept analysis was to propose a comprehensive definition of coaching in nursing that could align with its theoretical foundation within modern nursing practice. Using Rodgers' evolutionary concept analysis method, related terms, attributes, antecedents, and outcomes were identified, culminating in a detailed definition. This concept analysis provides a contemporary definition of coaching in nursing, clarifying its meaning, ensuring applicability, and offering guidance for future research, education, and clinical practice.

Purpose: This study aimed to define coaching in nursing clearly and elucidate its essential role within the context of contemporary nursing education in clinical settings. Methods: A concept analysis was conducted using Rodgers’ evolutionary method. Literature was extracted from databases such as Web of Science, Medline (PubMed) and CINAHL. Results: Results of analysis led to the development of an operational definition of coaching in nursing characterized as an educational approach focusing on nursing tasks. Coaching in nursing is a systematic and formalized process that can enhance the learning experience through interactive engagement rather than direct instruction. The analysis identified five core attributes of coaching in nursing: nursing task-focused, educational, facilitative, processive, and interactive. Conclusion The purpose of this concept analysis was to propose a comprehensive definition of coaching in nursing that could align with its theoretical foundation within modern nursing practice. Using Rodgers' evolutionary concept analysis method, related terms, attributes, antecedents, and outcomes were identified, culminating in a detailed definition. This concept analysis provides a contemporary definition of coaching in nursing, clarifying its meaning, ensuring applicability, and offering guidance for future research, education, and clinical practice.

Purpose: Rapid changes have occurred in the educational environment of colleges since the outbreak of COVID-19. This study was conducted to determine the factors influencing college life adaptation for nursing students. Methods: The participants included 124 nursing students. A self-administered online questionnaire, available from March 30 to April 10, 2022, was used for data collection. The online questionnaires included COVID-19 stress, interpersonal relations, information literacy, and college life adaptation. Statistical analysis was performed using t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis. Results: The average score for adapting to college life was 3.32±0.58. Significant differences in college life adaptation were found based on the number of exercise days per week (F=3.62, p=.015), regular daily routine (t=-3.41, p<.001), amount of sleep (t=-3.61, p<.001), sleep quality (t=-3.90, p<.001), and diagnostic self evaluation (F=19.55, p<.001). Factors that influenced college life adaptation included interpersonal relations (β=.36, p<.001), diagnostic self evaluation (good) (β=.48, p<.001), diagnostic self evaluation (fair) (β=.38, p=.005), and COVID-19 stress (β=-.11, p=.027), which explained 38.0% of the college life adaptation. Conclusion Development of a program that integrates interpersonal relations, diagnostic self- evaluation, and COVID-19 stress for nursing students is recommended to improve college life adaptation.

Vancomycin variable Enterococcus (VVE) bacteria are phenotypically susceptible to vancomycin, but they harbor the vanA gene. We aimed to ascertain the prevalence of VVE among clinically isolated vancomycin-susceptible Enterococcus faecium (VSE) isolates, as well as elucidate the molecular characteristics of the vanA gene cluster within these isolates. Notably, we investigated the prevalence and structure of the vanA gene cluster of VVE. Between June 2021 and May 2022, we collected consecutive, non-duplicated vancomycin-susceptible Enterococcus faecium (VSE) samples. Real-time PCR was performed to detect the presence of vanA, vanB, and vanC. Overlapping PCR with sequencing and whole -genome sequencing were performed for structural analysis. Sequence types (STs) were determined by multilocus sequence typing. Exposure testing was performed to assess the ability of the isolates to acquire vancomycin resistance. Among 282 VSE isolates tested, 20 isolates (7.1%) were VVE. Among them, 17 isolates had partial deletions in the IS1216 or IS1542 sequences in vanS (N = 10), vanR (N = 5), or vanH (N = 2). All VVE isolates belonged to the CC17 complex and comprised five STs, namely ST17 (40.0%), ST1421 (25.0%), ST80 (25.0%), ST787 (5.0%), and ST981 (5.0%). Most isolates were related to three hospital-associated clones (ST17, ST1421, and ST80). After vancomycin exposure, 18 of the 20 VVEs acquired vancomycin resistance. Considering the high reversion rate, detecting VVE by screening VSE for vanA is critical for appropriate treatment and infection control.