Human ; Education, Continuing ; Nursing Research

This reflective paper explored the philosophical foundations of lifelong learning and impactful research in the field of nursing. Anchored in personal experience and supported by scholarly literature, it illustrated the transformative power of continuous learning, the cultivation of research competence, and the moral responsibility of contributing meaningfully to society. A nurse researcher's journey is not defined by awards or accomplishment but by an unwavering dedication to knowledge creation, community involvement, and evidence-based practice. The "emptying one's cup" metaphor embodies intellectual humility, a mindset that keeps the mind open to learning, self-improvement, and meaningful service throughout one's career.

PURPOSE: This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students. METHODS: In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test. RESULTS: The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, p=.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=−6.49, p < .001) and clinical judgment (t=−4.71, p < .001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, p=.128) and satisfaction (t=1.28, p=.202). CONCLUSION: The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.
Cross-Over Studies ; Humans ; Judgment ; Learning ; Medical-Surgical Nursing ; Methods ; Nursing Education Research ; Nursing ; Problem-Based Learning ; Simulation Training ; Students, Nursing

PURPOSE: The purpose of this review was to evaluate the effects of emergency nursing simulation program on nursing students and nurses. METHODS: This systematic review was performed as per the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and using the R program meta package (version 4.9-2). RISS, KISS, and DBpia Library databases were searched for studies published between June 2000 and August 2018 using the following key words: (Emerge* OR nursing) AND (nurs* OR simulation). Selected studies were assessed for methodological quality using Risk of Bias for Non randomized Studies. RESULTS: 7 studies were identified and all of them met the inclusion criteria. The outcome variables were significant clinical performance, self-efficacy except knowledge, and problem-solving ability. CONCLUSION: This review provides updated evidence of the simulation-based education program in emergency nursing. Further studies are required to increase generalizability using randomized population, research design and controlled trials with sufficient sample size. Moreover, valid measurements are needed to assess the main outcomes.
Bias (Epidemiology) ; Education ; Emergencies ; Emergency Nursing ; Humans ; Korea ; Nursing Care ; Nursing ; Research Design ; Sample Size ; Simulation Training ; Students, Nursing

PURPOSE: The objective of this phenomenological study was to explore nursing students' emotional experiences in the school life. METHODS: Twenty-four nursing students participated in the study. Data were collected from May 2017 to February 2018 using focus group interviews and later analyzed using the Colaizzi's method. RESULTS: In our study, 311 meanings were obtained from the participants, including 19 sub-themes and seven theme clusters. The seven theme clusters were; ‘looking back on the past,’ ‘face to reality,’ ‘recognizing me,’ ‘anxiety about uncertainty,’ ‘nursing student's way,’ ‘looking around,’ and ‘patting for my mind.’ The emotional experiences of nursing students in college life were classified into four categories: ‘self-reflection for growth,’ ‘discovery for growth,’ ‘hoping for growth,’ and ‘search for the growth.’ CONCLUSION: Although nursing students may be equally exposed to anxious and stressful situations, their activities, adaptability and levels of achievement vary depending on emotional experiences of each person. Considering the continuous curriculum of nursing, it is necessary to develop emotional management strategies and relevant training programs considering different types and levels of emotional issues for the nursing students.
Curriculum ; Education ; Focus Groups ; Humans ; Methods ; Nursing ; Qualitative Research ; Students, Nursing

PURPOSE: This study was conducted to analyze research on reflection in Korean nursing, and suggest future directions for effective application of reflective practice in Korean nursing education and practice. METHODS: A review was performed using domestic databases including RISS, KISS, DBpia, and NDSL. Twenty-three papers were analyzed according to general characteristics, key variables regarding reflection, and findings regarding reflection. RESULTS: Reflection in nursing research has received attention since 2005, generating almost half the publications in the last 3 years. Key variables regarding reflection were classified into reflection-related general term (34.7%), reflective action (8.6%), and reflection writing method (56.7%). Findings regarding reflection were categorized into correlation of reflection with other variables (26.1%), learning evaluation using a reflective journal (22.2%), effects of applying reflection as an intervention (47.4%), and Korean Self-Reflection and Insight Scale validation (4.3%). CONCLUSION: Results indicate that reflection or reflective practice is an important component in integrating theories to practice, and that reflective practice is a prerequisite to becoming a professional nurse as well as a crucial tool for ideal changes in nursing. Considerable effort should be made to define the concept of reflective practice and effectively apply it to nursing education and practice in Korea.
Education, Nursing ; Korea ; Learning ; Methods ; Nursing Research ; Nursing ; Writing

PURPOSE: In this study, the hospice nursing research trend in 1998~2017 was investigated by analyzing research articles on hospice nursing. METHODS: Literature search was performed with keywords of ‘nursing’ and ‘hospice on an academic research information service. Also reviewed were all articles published in the Korean Journal of Nursing Science and its 8 subcategory journals, the Korean Journal of Hospice and Palliative Care and the Korean Hospice Association from 1998 through 2017, except thesis papers. RESULTS: In 2013~2017, 79 articles (31.0%) were relevant, up over 7% from 61 articles (23.9%) in 2008~2012. The most studied field was psychology (92 papers, 36.2%) in the Korean Journal of Hospice and Palliative Care. Enrolled in most papers were patients with end-stage cancer (75, 29.5%), which is overwhelmingly high. Most studies used quantitative methods (183, 72.0%). Recognition was the most studied theme (62, 24.4%), and 16 of them focused on recognition of death (6.3%). Intervention studies totaled 34 (13.4%), and most of them (7, 2.8%) were conducted for palliative education. CONCLUSION: Most hospice nursing studies were quantitative studies, conducted with patients, and hospice nursing intervention programs were similar to each other. Thus, more studies with hospice patients and their families are needed. And more experimental and qualitative studies are needed to build an evidence-based nursing study environment. Considering how most studies examined psychological factors, physiological factors such as pain, a major issue in hospice care, should be analyzed in experimental studies to construct a pain intervention program for hospice patients.
Education ; Evidence-Based Nursing ; Hospice and Palliative Care Nursing ; Hospice Care ; Hospices ; Humans ; Information Services ; Nursing Research ; Nursing ; Palliative Care ; Psychology

PURPOSE: The purpose of this study was to identify the knowledge structure of Asian Oncology Nursing (AON) from 2002 to 2018.METHODS: Abstracts from 382 studies were reviewed and analyzed using the text network analysis program, NetMiner 4.3. Keywords network trends were compared before and after 2012 when the journal title changed from Journal of Korean Oncology Nursing to Journal of Asian Oncology Nursing.RESULTS: ‘Cancer,’ ‘patient,’ ‘quality of life,’ ‘breast,’ ‘nurse,’ ‘depression,’ ‘health,’ ‘nursing,’ ‘pain,’ ‘family’ were the top 10 most frequent keywords, and ‘cancer,’ ‘patient,’ ‘quality of life,’ ‘health,’ ‘nursing,’ ‘family,’ ‘intervention,’ ‘effect,’ ‘hospital,’ and ‘therapy’ were the dominant keywords that ranked highest in co-appearance frequency. Core keywords changed before and after 2012. After 2012, depression, health, symptom and pain were the keywords ranked that replaced nursing, education, family, and intervention from before 2012. Four subtopic groups were identified: 1) cancer treatment, education and information, 2) chemotherapy and psychological adjustment, 3) psychosocial adjustment of cancer survivors, and 4) process of cancer intervention and support.CONCLUSION: This study provides a general overview of research trends of the Asian Oncology Nursing Society. Findings of this study may guide future research directions in Asian Oncology Nursing research.
Asian Continental Ancestry Group ; Depression ; Drug Therapy ; Education ; Emotional Adjustment ; Humans ; Nursing ; Nursing Research ; Oncology Nursing ; Survivors

PURPOSE: The purpose of this study was to explore the role of clinical nursing instructors' lived experience in clinical practicum.METHODS: Data were collected from 11 clinical nursing instructors by in-depth interviews. The data were analyzed using content analysis of Downe-Wamboldt (1992).RESULTS: Four themes and twelve subthemes were extracted. 1) Recognizing and conducting the roles of clinical nursing instructor: ‘Helping and providing support for successful clinical practicum’, ‘Coordinating clinical activities in daily practice’, ‘Providing mentoring as an elder in life’; 2) Participating in improving integrative nursing competency: ‘Helping to improve cognitive competency’, ‘Helping to improve functional competency’, ‘Contributing to form desirable professionalism’, ‘Helping to deliberate the nature of nursing’; 3) Experiencing difficulties in performing the role of clinical nursing instructor: ‘Facing with difficulty from institutional limits’, ‘Recognizing difficulty from lack of personal knowledge and experience’; 4) Experiencing value of clinical nursing instructor and accomplishing personal growth: ‘Making efforts to widen personal knowledge and experience’, ‘Developing one's own educational competency’, ‘Making a chance to reflect oneself’.CONCLUSION: Despite the distinctive features of clinical nursing instructors, little is known of the characteristics. The results of this study could be used as a reference to improve the quality of clinical nursing education.
Education ; Education, Nursing ; Humans ; Mentors ; Nursing ; Preceptorship ; Qualitative Research

PURPOSE: The present research was done to examine the fundamental significance and structure of conflict experience of nurses in hospital nursing organizations.METHODS: This qualitative research was conducted by analyzing data collected through in-depth interviews based on Colaizzi's (1978) method of analysis, one of the phenomenological methods of analysis.RESULTS: Statements from the 12 study participants demonstrate two key topics “accumulation of conflicts” and “manifestation of new conflicts” as well as seven sub-topics including “being forced to comply”, “Lack of respect and consideration”, “unsatisfactory conflict management by the leaders”, “continuous and overwhelming vicious cycle”, “prevalence of self-defensive egotism”, “difficult to accept differences”, and “incapable of responding to the structural changes of nursing workforce”.CONCLUSION: Resolving the dysfunctional conflicts in hospital nursing organizations requires not only improvement in the organizational culture of individuals and nursing organizations, but also legal and institutional measures in addition to new attempts to integrate education and research findings from relevant fields of studies.
Education ; Methods ; Nursing ; Organizational Culture ; Qualitative Research