Purpose: This methodological study was conducted to develop a scale to measure communication self-efficacy in nurses and examine its validity and reliability. Methods: We selected 54 initial items from literature reviews and interviews with 10 clinical nurses. Thirty-two preliminary items were derived from consultations with 10 experts. To verify the scale’s factor structure, we conducted exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) among 469 nurses. Data were analyzed using item analysis, EFA, CFA, discriminant validity, convergent validity, and internal consistency using IBM SPSS Statistics ver. 29.0 (IBM Corp.) and IBM SPSS AMOS ver. 20.0 (IBM Corp.). Results: The scale consisted of 18 items with three factors (ability to apply therapeutic communication skills, crisis management capabilities, and communication competence), which explained 46.1% of the total variance. Convergent validity and discriminant validity were confirmed for the factors. CFA supported the fit of the measurement model comprising three factors (standardized root mean square residual=.04, root mean square error of approximation=.03, goodness of fit index=.92, Tucker-Lewis index=.97, comparative fit index=.98, normed fit index=.89, critical N=216). Internal consistency was confirmed by a Cronbach’s α coefficient of .91. Conclusion The communication self-efficacy scale for nurses is expected to measure communication self-efficacy among nurses. It will be useful for improving nurses’ professional communication abilities.

Purpose: This study investigated the impact of online education during the pandemic on students’interpersonal relationships. Methods: In this systematic review, we analyzed2,238 articles fromdatabases such as DBpia, PubMed, EMBASE, and CINAHL, ultimately including12 articles in the final analysis. Results: The findings revealed that male students were negatively affected by an increasein online activities, while female students were more impactedby psychological factors. Forlower-grade students, parental involvement was crucial as parents soughtto compensate for their children'sdisconnection frompeers. Consequently, educational activitiesshould be designed to promote interaction with parentsthrough play. Forupper-grade students, attempts to mitigatedisconnection occurred through online activities, but they experienced significant stress when their studieswere disrupted. Therefore, an educational support system mustbe established to alleviate anxietyand stress related totheir academic responsibilities. During this period, the social inequality faced byvulnerable groupswas exacerbatedby various factors. Conclusion To prepare for future crises, it is essential to addresstechnical and institutional issues that can bridgethe care gap and enhance the quality of hybrid education.

Purpose: This methodological study was conducted to develop a scale to measure communication self-efficacy in nurses and examine its validity and reliability. Methods: We selected 54 initial items from literature reviews and interviews with 10 clinical nurses. Thirty-two preliminary items were derived from consultations with 10 experts. To verify the scale’s factor structure, we conducted exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) among 469 nurses. Data were analyzed using item analysis, EFA, CFA, discriminant validity, convergent validity, and internal consistency using IBM SPSS Statistics ver. 29.0 (IBM Corp.) and IBM SPSS AMOS ver. 20.0 (IBM Corp.). Results: The scale consisted of 18 items with three factors (ability to apply therapeutic communication skills, crisis management capabilities, and communication competence), which explained 46.1% of the total variance. Convergent validity and discriminant validity were confirmed for the factors. CFA supported the fit of the measurement model comprising three factors (standardized root mean square residual=.04, root mean square error of approximation=.03, goodness of fit index=.92, Tucker-Lewis index=.97, comparative fit index=.98, normed fit index=.89, critical N=216). Internal consistency was confirmed by a Cronbach’s α coefficient of .91. Conclusion The communication self-efficacy scale for nurses is expected to measure communication self-efficacy among nurses. It will be useful for improving nurses’ professional communication abilities.

Purpose: This study investigated the impact of online education during the pandemic on students’interpersonal relationships. Methods: In this systematic review, we analyzed2,238 articles fromdatabases such as DBpia, PubMed, EMBASE, and CINAHL, ultimately including12 articles in the final analysis. Results: The findings revealed that male students were negatively affected by an increasein online activities, while female students were more impactedby psychological factors. Forlower-grade students, parental involvement was crucial as parents soughtto compensate for their children'sdisconnection frompeers. Consequently, educational activitiesshould be designed to promote interaction with parentsthrough play. Forupper-grade students, attempts to mitigatedisconnection occurred through online activities, but they experienced significant stress when their studieswere disrupted. Therefore, an educational support system mustbe established to alleviate anxietyand stress related totheir academic responsibilities. During this period, the social inequality faced byvulnerable groupswas exacerbatedby various factors. Conclusion To prepare for future crises, it is essential to addresstechnical and institutional issues that can bridgethe care gap and enhance the quality of hybrid education.

Purpose: This methodological study was conducted to develop a scale to measure communication self-efficacy in nurses and examine its validity and reliability. Methods: We selected 54 initial items from literature reviews and interviews with 10 clinical nurses. Thirty-two preliminary items were derived from consultations with 10 experts. To verify the scale’s factor structure, we conducted exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) among 469 nurses. Data were analyzed using item analysis, EFA, CFA, discriminant validity, convergent validity, and internal consistency using IBM SPSS Statistics ver. 29.0 (IBM Corp.) and IBM SPSS AMOS ver. 20.0 (IBM Corp.). Results: The scale consisted of 18 items with three factors (ability to apply therapeutic communication skills, crisis management capabilities, and communication competence), which explained 46.1% of the total variance. Convergent validity and discriminant validity were confirmed for the factors. CFA supported the fit of the measurement model comprising three factors (standardized root mean square residual=.04, root mean square error of approximation=.03, goodness of fit index=.92, Tucker-Lewis index=.97, comparative fit index=.98, normed fit index=.89, critical N=216). Internal consistency was confirmed by a Cronbach’s α coefficient of .91. Conclusion The communication self-efficacy scale for nurses is expected to measure communication self-efficacy among nurses. It will be useful for improving nurses’ professional communication abilities.

Purpose: This study investigated the impact of online education during the pandemic on students’interpersonal relationships. Methods: In this systematic review, we analyzed2,238 articles fromdatabases such as DBpia, PubMed, EMBASE, and CINAHL, ultimately including12 articles in the final analysis. Results: The findings revealed that male students were negatively affected by an increasein online activities, while female students were more impactedby psychological factors. Forlower-grade students, parental involvement was crucial as parents soughtto compensate for their children'sdisconnection frompeers. Consequently, educational activitiesshould be designed to promote interaction with parentsthrough play. Forupper-grade students, attempts to mitigatedisconnection occurred through online activities, but they experienced significant stress when their studieswere disrupted. Therefore, an educational support system mustbe established to alleviate anxietyand stress related totheir academic responsibilities. During this period, the social inequality faced byvulnerable groupswas exacerbatedby various factors. Conclusion To prepare for future crises, it is essential to addresstechnical and institutional issues that can bridgethe care gap and enhance the quality of hybrid education.

Purpose: This methodological study was conducted to develop a scale to measure communication self-efficacy in nurses and examine its validity and reliability. Methods: We selected 54 initial items from literature reviews and interviews with 10 clinical nurses. Thirty-two preliminary items were derived from consultations with 10 experts. To verify the scale’s factor structure, we conducted exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) among 469 nurses. Data were analyzed using item analysis, EFA, CFA, discriminant validity, convergent validity, and internal consistency using IBM SPSS Statistics ver. 29.0 (IBM Corp.) and IBM SPSS AMOS ver. 20.0 (IBM Corp.). Results: The scale consisted of 18 items with three factors (ability to apply therapeutic communication skills, crisis management capabilities, and communication competence), which explained 46.1% of the total variance. Convergent validity and discriminant validity were confirmed for the factors. CFA supported the fit of the measurement model comprising three factors (standardized root mean square residual=.04, root mean square error of approximation=.03, goodness of fit index=.92, Tucker-Lewis index=.97, comparative fit index=.98, normed fit index=.89, critical N=216). Internal consistency was confirmed by a Cronbach’s α coefficient of .91. Conclusion The communication self-efficacy scale for nurses is expected to measure communication self-efficacy among nurses. It will be useful for improving nurses’ professional communication abilities.