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Purpose: The purpose of this study is to investigate the effects of chemotherapy education, reflecting the educational needs of female cancer patients, on self-care knowledge and performance. Methods: This study utilized a non-equivalent control group pretest-posttest design. The research was conducted from December 10, 2019, to March 30, 2020, at N Hospital, targeting 68 breast cancer patients (34 in the control group, 34 in the experimental group) and 70 gynecologic cancer patients (34 in the control group, 36 in the experimental group). Chemotherapy education was provided using the educational materials developed based on the educational needs of the patients, titled 'Chemotherapy Education Guide for Breast Cancer Patients' and 'Chemotherapy Education Guide for Gynecologic Cancer Patients.' Variables were measured before and after the intervention. Results: The experimental group showed significant improvements in self-care knowledge (breast cancer, p=.010; gynecologic cancer, p=.043) and self-care performance (gynecologic cancer, p<.001) compared to the control group. Conclusion: The educational materials developed by reflecting the educational needs of patients have proven to be highly effective tools for female cancer patients undergoing chemotherapy. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to determine the level of cardiopulmonary resuscitation (CPR) training among Korean older adults in a community and the factors associated with CPR training. Methods: A total of 51,939 elders were selected and analyzed using the 2022 Community Health Survey. The collected data were analysed using the Rao-Scott test and logistic regression via the SAS 9.4 program. Results: A total of 7.3% of older adults received CPR training. Factors influencing CPR training were age (odds ratio [OR]=4.76, 95% confidence interval [CI]=2.55~8.90), level of education (OR=2.43, 95% CI=1.77~3.33), region (OR=1.16, 95% CI=1.05~1.27), working (OR=3.68, 95% CI=3.33~4.07), and subjective health status (OR=1.57, 95% CI=1.37~1.79). Conclusion: Based on the results of this study, there is a need to explore various ways to improve CPR training for community older adults who are vulnerable to emergency situations. [ABSTRACT FROM AUTHOR]

Background: The Korean Neurosurgical Society's 60th anniversary in 2022 compelled us to reflect on the changes within the education programs of neurosurgery residents. Traditional apprenticeship has witnessed a structural shift to manual-based education, and content has transitioned from time-based to competency-based education, driven further by the implementation of the 80-hour work-per-week regulation. Current Concepts: Despite reduced training hours, neurosurgery residents strive to gain more surgical participation and research opportunities while working 80 hours per week. To address this conflicting scenario, the Korean Neurosurgical Society implemented proactive measures to enhance resident education. This included the development of a competency-based training curriculum and guidelines for supervising physicians to prepare residents with the essential skills for independence. Additionally, evaluation guidelines and feedback mechanisms were established to provide objective assessments and facilitate self-improvement. Establishing operational guidelines and developing an e-portfolio would help minimize variations in educational effects among residents. Discussion and Conclusion: Failure to adapt to the changing environment, including the 80-hour work week, by maintaining outdated training methods would result in stagnation or a decline in the efficiency of resident education. Therefore, providing a unified educational curriculum and ensuring sustainable, high-quality training according to the evaluation systems of the Korean Neurosurgical Society is essential. This curriculum must be reviewed on an ongoing basis to recognize the society's expertise and develop educational policies based on scientific evidence and the opinions of society members. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to evaluate senior baccalaureate nursing students' knowledge and visual differentiation ability for the pressure injury classification system (PICS) and incontinence-associated dermatitis (IAD). Methods: A cross-sectional survey was conducted using a paper-based questionnaire with 120 senior baccalaureate nursing students in South Korea. Data were collected using a knowledge test (KT) and a visual differentiation tool (VDT) based on 21 photographs with clinical information related to PICS and IAD. Results: Students had relatively high KT scores (62.6%), and low VDT scores (35.6%). Critical issues in this study were nursing students' lack of an adequate visual differentiation ability to accurately assess the stage of pressure injury and IAD and their higher level of confusion in identifying unstageable, deep tissue injuries, and IAD compared to stage 1-4 injuries. Satisfaction with education (r=.20, p<.05) and exposure to various teaching methods (r=.21, p<.05) exhibited significant correlations with higher VDT scores. Conclusion: The findings of this study suggest that increasing students' satisfaction with their education and applying various teaching methods can contribute to the improvement of visual differentiation ability in PICS. [ABSTRACT FROM AUTHOR]

Purpose: This study investigated the effects of augmented reality (AR) smart glasses-based nursing skills training for nursing students' medication administration safety competency. Methods: A nonequivalent control group non-synchronized design was used. The participants were 63 sophomore nursing students taking fundamental nursing practice, with 33 in the experimental group and 30 in the control group. The nursing intervention in this study was AR smart glasses-based training on peripheral intravenous infusion nursing skills. In the pretest, information about participants' general characteristics and confidence in medication safety were collected, and the post-test measured flow degree, learning satisfaction, skill competency, and confidence in medication safety. The collected data were analyzed using the χ² test, the Fisher exact test, and the independent t-test. Results: There were significant differences in the flow degree score, learning satisfaction score, and skill competency score between the two groups. Conclusion: This study confirmed that providing AR smart glasses-based nursing skills training for medication administration contributed to increasing flow degree, learning satisfaction, and skill competency among nursing students. [ABSTRACT FROM AUTHOR]

This study aims to investigate the use of imagery strategies to improve the English writing skills of college students and examine changes in learning outcomes. From a total of 87 beginning-level university students enrolled a general English class with several different majors, 32 participated in this study. During class, the researcher proposed the text coloring method as an imagery strategy and asked learners to perform paragraph writing tasks using this method. After completing three writing tasks over six weeks using Google Docs, the students’ compositions were qualitatively analyzed using MaxQUDA. The main result of this study was that the 15 students who effectively used the imagery strategy rapidly improved their composition competency, while the 17 learners who inappropriately or did not use the strategy showed no significant improvement, regardless of their previous writing proficiency. Moreover, participants who successfully implemented the strategy showed improvements in using paragraph elements to improve their writing content. These positive changes occurred irrespective of their major, gender, or learning style preferences. To conclude, the findings of this study highlight that the imagery strategy of the text coloring method can help beginner learners improve their writing skills, particularly in terms of composition. [ABSTRACT FROM AUTHOR]

Purpose: Preterm birth is increasing, and obstetric nurses should have the competency to provide timely care. Therefore, training is necessary in the maternal nursing practicum. This study aimed to investigate the effects of practice education using a preterm-labor assessment algorithm on preterm labor-related knowledge and clinical practice confidence in senior nursing students. Methods: Apre-post quasi-experimental design with three groups was used for 61 students. The preterm-labor assessment algorithm was modified into three modules from the preterm-labor assessment algorithm by March of Dimes. We evaluated preterm labor-related knowledge, clinical practice confidence, and educational satisfaction. Data were analyzed with the paired t-test and re-peated-measures analysis ofvariance. Results The practice education using a preterm-labor assessment algorithm significantly improved both preterm labor-related knowledge and clinical practice confidence (paired t=-7.17, p<.001; paired t=-5.51, p<.001, respectively). The effects of the practice education using a preterm-labor assessment algorithm on knowledge lasted until 8 weeks but decreased significantly at 11 and 13 weeks after the program, while the clinical practice confidence significantly decreased at 8 weeks post-program. Conclusion The practice education using a preterm-labor assessment algorithm was effective in improving preterm labor-related knowledge and clinical practice confidence. The findings suggest that follow-up education should be conducted at 8 weeks, or as soon as possible thereafter, to maintain knowledge and clinical confidence, and the effects should be evaluated. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to provide evidence for future research by analyzing the contents, delivery methods, and educational effects of educational programs for hemodialysis patients. Methods: A literature review was conducted in the following order: problem identification, literature search and data collection, data evaluation, data analysis, and data presentation. In total, 936 documents were retrieved from the search, and 24 documents were finally included in this study. Results: The contents of the educational programs were comprehensive hemodialysis-related knowledge education in seven studies, exercise-related education in 10 studies, diet-related education in four studies, drug-related education in one study, and complex education in two studies. The delivery methods were pamphlets in six studies, audio-visual materials in four studies, direct guidance by researchers in six studies, and multiple methods in seven studies. The effects of the educational program were divided into physical indicators, emotional indicators, and knowledge and performance related to hemodialysis. Sixteen out of 20 articles using physical indicators showed significant outcomes, and 10 out of 12 articles using emotional indicators derived positive results. Hemodialysis-related knowledge and performance were measured in eight and 10 studies, respectively, and meaningful results were found in six studies for knowledge and seven studies for performance. Conclusion: Future research will require the development of a systematic and standardized educational program with comprehensive content that can be provided to all hemodialysis patients, as well as a highly accessible education delivery method to enhance the effectiveness of education. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to evaluate the effectiveness of an infection control education (ICE) program based on digital story-telling for new graduate nurses. Methods: From June 2 to July 30, 2022, a total of 58 new graduate nurses (30 and 28 nurses in the experimental and control group, respectively) at a tertiary general hospital in D city were enrolled. The effects were evaluated using a nonequivalent control group, non-synchronized design. The effects of the program were evaluated in terms of awareness of standard precautions, performance of standard precautions, and grit. Results: Statistically significant differences between the two groups were found in the awareness of standard precautions (t=-2.18, p=.034) and the performance of standard precautions (t=-3.27, p=.002). Grit was also significantly higher in the experimental group (t=-4.17, p<.001). Conclusion: The development and application of the ICE program effectively improved the awareness of standard precautions, the performance of standard precautions, and grit among new nurses. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to identify changes in knowledge, self-efficacy and anxiety achieved through the provision of video education on chemotherapy with a portable infusion pump to colorectal cancer patients. Methods: This study is a nonequivalent control group and non-synchronized design as a quasi-experimental study. Participants in this study were colorectal cancer patients who received chemotherapy with a portable infusion pump through an ambulatory care unit. For 48 subjects, the education was divided into printed materials and videos, and knowledge, self-efficacy, and anxiety were measured. Data were analyzed using independent t test, paired t-test, and Wilcoxon's signed rank test. Results: In the video education group, knowledge (Z=-4.09, p<.001) and self-efficacy (Z=-2.72, p=.012) significantly increased after education, and anxiety significantly decreased after education (Z=2.24, p=.035). However, there was no difference in knowledge (t=0.09, p=.931), self-efficacy (t=1.22, p=.229), and anxiety (t=-1.16, p=.250) between the groups after education. Conclusion: To improve the quality of life of cancer patients, it is necessary to promote self-efficacy and reduce anxiety. The results of this study suggest that more diverse educational methods should be attempted to improve knowledge and self-efficacy and reduce anxiety in colorectal cancer patients. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to investigate the effects of an advanced practice nurse-led psychoeducational program on distress, anxiety, depression, coping with cancer (CWC), health promotion behavior (HPB), and quality of life (QOL) among colorectal cancer survivors. Methods: This study was designed as a quasi-experimental study with a non-equivalent control group pretest-posttest. The participants were survivors of colorectal cancer who underwent follow-up care. There were 39 survivors: 19 in the experimental group and 20 in the control group. The experimental group performed a psychoeducational program for 120 minutes per session, once a week for a total of six weeks, while the control group received routine education and counseling. Distress, anxiety, depression, CWC, HPB, and QOL were investigated before, immediately after, and 4 weeks after the intervention. The data were analyzed with SPSS/WIN ver. 24.0, using repeated measures ANOVA. Results: There were significant interactions between time and group for distress and anxiety. In addition, CWC interacted with the total of CWC and interpersonal coping, and QOL interacted with the total of QOL and functional status. However, there were no significant differences in the depression or HPB scores. Conclusion: Based on the results of this study, we expect that this program can be used as an effective intervention for colorectal cancer survivors. [ABSTRACT FROM AUTHOR]

Purpose: This study conducted a systematic review and meta-analysis to identify trends in nursing ethics education research for Korean nursing students and nurses. Methods: The data search was conducted in July 2020; domestic and foreign academic journals were targeted for the search. A combination of search terms was entered into major databases, and the year of publishing was limited to the last 10 years (2010~2020). Results: The systematic review analyzed 25 experimental and 13 non-experimental studies, and education methods included lectures, discussions, role play, film-use classes related to nursing ethics, action learning, and case-based learning. The meta-analysis of 12 studies revealed that ethical education has significant differences in effect size of biomedical ethics, critical thinking, moral judgment, and moral sensitivity. A subgroup analysis of education methods showed that in addition to traditional lecture and discussion education methods, there were significant differences in the effect size of sense of biomedical ethics between the following two methods: lecture and discussion including additional methods and lecture and discussion only. Conclusion: Ethics education for nursing students and nurses has been found to be effective in improving ethics-related competencies, and various teaching methods other than lectures and discussions must be utilized. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to analyze the effects of infection control education (ICE) prospectively, based on isolation room simulation for nursing college students. Methods: From September 21 to 30 2020, a total of 97 students in the 4th grade of nursing college located in D city, were enrolled (48 in the experimental group and 49 in the control group). The experimental group received an isolation room simulation for ICE. The control group conducted an objective structured clinical evaluation for the same education. The effects after education were evaluated using the items of awareness of standard precaution, knowledge of wearing personal protective equipment (PPE), and confidence in wearing it. Results: There was no statistically significant difference in the awareness of standard precautions between the two groups, and the knowledge of wearing PPE was significantly higher in the experimental group (t=-3.41, p<.001) after education. The confidence score for wearing PPE was also significantly higher in the experimental group (t=-2.23, p=.028). Conclusion: The ICE using the isolation room simulation can be effective for knowledge and confidence regarding the aspect of wearing PPE for nursing students, during and after the pandemic. [ABSTRACT FROM AUTHOR]

Purpose: The study aimed to develop a Healthcare Empowerment Program for patients with Temporary Ileostomy (HCEP-TI) and evaluate its effectiveness. Methods: The HCEP-TI was developed based on Johnson's model of healthcare empowerment by reviewing relevant literature, identifying patients' needs through in-depth interviews, and testing content validity. The study was conducted at K University D hospital from June 2019 to September 2020 using a randomized controlled trial with a pretest-posttest design. The subjects were randomly assigned to two groups: experimental (n=15), which participated in HCEP-TI once a week for seven weeks, and control (n=15), which participated in conventional ileostomy care. Data were analyzed using linear by linear association, Mann- Whitney U, and Wilcoxon signed-rank tests. Results: There were significant differences between the experimental and control groups in healthcare empowerment, self-management knowledge and behavior, and degree of peristomal skin damage. However, there was no significant difference between the groups regarding dehydration. Conclusion: The HCEP-TI including engaged, informed, collaborative, committed, and tolerant of uncertainty intervention is effective in improving healthcare empowerment, self-management knowledge and behavior, and the degree of peristomal skin damage. This program can help patients with temporary ileostomy improve their empowerment, self-management, and stoma conditions. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to develop and examine the effects of a nursing education program using virtual reality to enhance clinical decision-making ability in respiratory disease nursing care by assessing students' confidence in performance, clinical decision-making ability, practice flow, class evaluations, and simulation design evaluations. Methods: This study was developed based on the Jeffries simulation model and 5E learning cycle model, blending a virtual reality simulation and high-fidelity simulation. The participants were 41 third-year nursing students with no virtual reality and simulation education experience. The experimental group (n=21) received the virtual reality program, while the control group (n=20) received traditional simulation education. Data were collected from March 8 to May 28, 2021 and analyzed using SPSS version 27 for Windows. Results: Statistically significant differences were found between the experimental group and the control group post-intervention in confidence in performance (F=4.88, p=.33) and clinical decision-making ability (F=18.68, p<.001). The experimental group showed significant increases in practice flow (t=2.34, p=.024) and class evaluations (t=2.99, p=.005) compared to the control group. Conclusion: Nursing education programs using virtual reality to enhance clinical decision-making ability in respiratory disease nursing care can be an effective educational strategy in the clinical context. [ABSTRACT FROM AUTHOR]

Purpose: This review explored trends in studies on learning outcomes in nursing education using gamification, to provide directions for future research. Methods: This scoping review was conducted according to the Joanna Briggs Institute's guidelines. The literature search date was February 1, 2021. Results: Thirty-two studies were included. The largest proportion of studies were quantitative descriptive studies, including qualitative mixed methods (34.4%). More studies applied gamification in practical classes (53.1%) than in theoretical classes. Virtual simulation games (37.9%) and simple quiz games (34.4%) were most often used. Commonly used gamification elements included scores/points, feedback, badges, countdowns, challenges, competitions, and levels. Two themes emerged regarding the impact of gamification on learning: learners' experiences and achievement outcomes with cognitive, affective, and psychomotor subthemes. Nursing education using gamification improved engagement, motivation, and learning achievement. However, there was less evidence for affective and psychomotor outcomes than for cognitive outcomes. Conclusion: Gamification can be an effective educational strategy if educator's have sufficient understanding and readiness and appropriate gamification elements are applied to nursing education. Further research should investigate knowledge retention in the cognitive domain, collaboration and empathy in the affective domain, and the improvement of nursing skills using new technologies in the psychomotor domain. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to develop and examine the effects of a prenatal program on environmental health behavior using cartoon comics among Korean pregnant women. Methods: This study used a non-equivalent control group pre-test/post-test design. The program used cartoon comics to explore environmental health behaviors during pregnancy. The program consisted of the following four components: environmental toxicants during pregnancy, avoiding particulate matter during pregnancy, environmental toxicants during baby care, and making a healthy environment for children. In total, 35 pregnant women participated in the study: 18 in the experimental group and 17 in the control group. Data collection and program adaptation were conducted between November 3, 2020 and January 19, 2021. The effect of the prenatal education program was evaluated by t-test and repeated measures ANOVA. Results: Learning experience (t = - 2.35, p = .025), feasibility (t = - 2.46, p = .019), satisfaction (t = - 2.23, p = .032) were higher in the experimental group than in the control group in the first post-test. Feasibility (t = - 2.40, p = .022) was higher in the experimental group than in the control group in the second post-test. Repeated-measures ANOVA showed significant interactions between time and group in environmental susceptibility (F = 9.31, p < .001), self-efficacy (F = 3.60, p = .033), and community behavior (F = 5.41, p = .007). Conclusion: This study demonstrates the need for a prenatal education program to promote environmental health perceptions and behavior during pregnancy. We suggest a prenatal class adopting the creative cartoon comics to promote the maternal environmental health behaviors. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to evaluate the effects of head monted display based home-visits virtual reality simulation (HVRS) program developed for undergraduate nursing students. Methods: A nonequivalent control group with a non-synchronized design was utilized and 84 participants (experimental group, 44; control group, 40) were recruited from August 31, 2020 to November 8, 2020 in Gwangju metropolitan city. The HVRS program consisted of scenarios of three nursing cases, hypertension, diabetes mellitus, and stroke. Data were analyzed SPSS version 25.0 for Windows. Results: At the completion of HVRS, significant differences were found between groups in knowledge of home-visits (t = 4.73, p < .001), self-confidence (t = 6.63, p < .001), self-efficacy (t = 3.13, p = .002), and clinical competency (t = 4.13, p < .001). No significant difference was shown between groups in nursing knowledge about strokes, a subcategory of knowledge pertaining to home visits. Conclusion: The HVRS program developed for undergraduate nursing students is effective in improving knowledge of home-visits, self-confidence, self-efficacy, and clinical competency for nursing students. [ABSTRACT FROM AUTHOR]

The study aims to examine of factors affecting the relationship between Korean university students' learning flow and learning outcomes, and the correlations among these factors under the real-time online learning conditions. The participants, 49 college students from a university in Busan, were asked to complete a questionnaire regarding their perception of the given factors. The collected data was then analyzed by using correlation analysis and regression analysis. The results were as follows: first, significant correlations were discovered among learners' participation in non-face-to-face online real-time classes, self-directed learning, communication between learners, sharing of information, learning flow, and digital tool use. On the other hand, no correlation was reported between self-directed learning and communication specifically. Second, regarding factors affecting learning flow and learning performance, the relationship between digital tool use and communication was found to be statistically significant, while that between self-directed learning and sharing information was not. The results of this study cannot be definitive due to its limitations, but it might still show the relationships among factors involved in online real-time classes. A further look at the design and operation of online classes conducted by different instructors might reveal a truer picture of what is going on under these conditions. [ABSTRACT FROM AUTHOR]

Purpose: The purposes of this study were to develop a case-based video education program for oncology nursing based on clinical reasoning and to identify the clinical reasoning competence and satisfaction with the education of students in an oncology advanced practice nursing program after applying the video education. Methods: This study was a single group before and after designed experiment for identifying the clinical reasoning competence and satisfaction with education after a case-based video education program for oncology nursing based on clinical reasoning. Eight experts developed a case-based video education program based on clinical reasoning. Fifty-seven students from an oncology advanced practice nursing program participated in this education format. The clinical reasoning competence and satisfaction with education were measured with online self-reporting questionnaires. Results: The overall education satisfaction was 4.21±0.67 points (out of 5). The clinical reasoning competence increased from 55.25±6.54 points to 61.18±7.13 points (out of 75) after completing the education program and there was a statistically significant difference (t=-6.52, p<.001). Conclusion: The case-based video education for oncology nursing based on clinical reasoning was ef- fective in improving the students' clinical reasoning competence. Various education programs should be developed and applied to improve the clinical reasoning competence of students in an oncology advanced practice nursing program. [ABSTRACT FROM AUTHOR]

Purpose: To compare the effects of education only and exercise training combined with education on fall knowledge, fall efficacy, physical activity, and physical function in adults aged 70 years or older residing in elderly residential facilities. Method: A three-group pre- and posttest design was utilized: education only (EO; n = 23), education and TheraBand (ET; n = 22), and education and walking (EW; n = 22). Fall education was provided for all three groups. In addition, TheraBand exercise training was provided for the ET and a walking exercise for the EW. Data were collected from November 1st, 2017 to February 15th, 2019 and analyzed with χ² test, paired t-test, and one-way ANOVA using IBM SPSS/WIN ver. 22.0. Results: Compared with the EO, the ET and the EW were more effective in terms of fall efficacy, physical activity, and lower extremity muscle strength. The EW showed higher improvement in walking abilities than the EO and the ET. Conclusion: Exercise training combined with education is more effective in preventing falls among community-dwelling adults aged 70 years or older. When considering fall prevention programs for older adults, both TheraBand and walking exercise training combined with education can be chosen based on the participant's physical status. Aggressive strategies to improve daily walking are required to maintain walking abilities among community-dwelling adults aged 70 years or older. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to identify effects of Handoff Education using Concept mapping and PASS-BAR (HECPAR) on clinical reasoning competence, self-efficacy for handoff, and handoff performance of new nurses. Methods: Participants were randomly allocated into an experimental group (n=20) and control group (n=21). The experimental group received HECPAR which consisted of a one hour lecture, case based clinical practicum, and mentoring for a week. The control group received the usual informal handoffs education from senior nurses. Clinical reasoning competence, self-efficacy for handoff, and handoff performance were measured before and a week after HECPAR. Data were analyzed using Mann-Whitney U test, independent t-test, Fisher's exact test, and chi-sqaure test. Results: The experimental group showed significant improvement in clinical reasoning competence (z=-2.29, p=.022), handoff performance (z=-2.23, p=.026), and self-efficacy of handoff (t=3.47, p=.001) compared to the control group. Conclusion: The results indicate that HECPAR is effective in improving clinical reasoning competence, self-efficacy for handoff, and handoff performance by new nurses. In addition, integrating concept mapping, PASS-BAR, and mentoring proved beneficial for handoff education for new nurses. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to review the outcomes of nurse residency programs for new graduate nurses. Methods: The inclusion criteria were peer-reviewed articles on the outcomes of nurse residency programs for new graduate nurses published in English from 2010 to 2019. A literature search was conducted in the PubMed, CINAHL, Science Direct, EMBASE, and PsycINFO databases using the search terms "nurse residency program," "new graduate nurse," and "transition to practice program." A qualitative appraisal of studies was conducted using the revised Cochrane risk-of-bias tool for randomized trials (RoB 2) and the Risk Of Bias In Non-randomized Studies of Interventions (ROBINS-I) tool. Results: Twenty-five studies were selected. The systematic review found that nurse residency programs effectively increased the competence and confidence of new graduate nurses in 14 studies. Job satisfaction, job stress and anxiety, and support showed different results, which were increased, decreased, or statistically insignificant after the programs. In three studies, institutional outcomes, including the retention rate in 16 surveys and hospital cost savings, were improved. Patient safety had different results depending upon the study. Conclusion: This study's results can provide evidence for the necessity of a standardized nursing education program and for developing a system for evaluating its effectiveness to improve the quality of nursing education. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to identify the effect of a case-based dementia program for nursing staff in long-term care hospitals on their knowledge, attitude, and nursing practice towards people with dementia. Methods: A non-equivalent control-group pretest-posttest design was used. Nursing staff who attended the education program were included in an experimental group (n=30), and their knowledge, attitudes and nursing practice toward dementia were compared with nursing staff in a control group (n=30). The data were collected from July 21 to August 21, 2018. The experimental group received the case-based dementia program 4 times, scheduled once a week, with each session lasting 60 minutes. Test measures were completed before and after the 4 week intervention period for all participants. The data were analyzed using Shapiro-Wilk test, descriptive statistics, x 2 test, independent t-test, Mann-Whitney U test with the IBM SPSS 23.0 program. Results: After the intervention, the knowledge of dementia (z=-4.86, p<.001), attitudes toward dementia (t=-3.04, p=.003), and dementia nursing practices (z=-4.55, p<.001) were significantly increased in the experimental group compared to those in the control group. Conclusion: The study findings indicate that this program could be effective on nursing staff in long-term care hospitals to increase their knowledge, attitudes and nursing practice toward patients with dementia. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to verify the effects of a repeated hemodialysis diet education program on dietary knowledge, dietary self-care compliance, and physiological indices in older adults on hemodialysis. Methods: This study employed a non-equivalent control group pre-post repeated measures design. Based on Ebbinghaus' forgetting curve, the experimental group received diet education four times. Data were analyzed by the χ² -test, t-test, and Fisher's exact test. A repeated measures ANOVA was used for hypothesis testing. Results: There were statistically significant between-groups differences in dietary knowledge by time of assessment, within group differences by time of assessment, and interactions between group and time. Regarding dietary self-care compliance, there were significant within-group differences by time of assessment and interactions between group and time. There were significant within-group changes in inter-dialytic weight gain by time of assessment. For the physiological indices, blood sodium and albumin showed significant within-group changes by time of assessment. Phosphorus and blood urea nitrogen scores showed significant within-group changes. For blood potassium concentration, there was a significant difference in interactions between group and time. Conclusion: Owing to the resulting improvements in dietary knowledge and self-care compliance, the repeated education program applied in this study can be used as a preventive measure for complications in older adults on hemodialysis. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to investigate the effects of an education program using a high-fidelity simulator of labor and delivery on nursing knowledge, critical thinking, and clinical performance among nursing students who had not yet experienced clinical practicum. Methods: The development of a 5-week maternity nursing education programs using high-fidelity simulators included modules containing case-oriented scenarios, knowledge, and skills required for maternity care. A randomized controlled study was conducted to verify the effects of the developed program. Data were collected from October 21 to December 9, 2019. The experimental group (n=36) participated in a 5-week high-fidelity simulation program on care for the woman in labor, whereas the control group (n=36) received standard education as lecture and practice with delivery model. The collected data were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation), the Chi-square test, Fisher exact test, and t-test. Results: For participants who received education using the high-fidelity simulation program, nursing knowledge (t=2.33, p=.011), critical thinking (t=3.73, p<.001), and clinical performance (t=2.53, p=.006) were significantly higher than in the control group. Conclusion: Even for students with no clinical experience, high-fidelity simulation-based nursing education was effective in improving nursing knowledge, critical thinking, and clinical performance among nursing students. Nurse educators will be able to use this high-fidelity simulator effectively, especially in situations where direct clinical practicum may not be feasible. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the effects of a video education program in women receiving high-intensity focused ultrasound (HIFU) treatment. Methods: This was a quasi-experimental study with a nonequivalent control group non-synchronized design. The participants were 54 patients who had benign uterine tumors and adenomyosis. The data were collected from June to August 2018. A 10-minute video education program on HIFU and post-procedural care was developed based on the literature. The experimental group was provided the video education program with a question-and-answer session for 10 minutes after viewing the video. The control group received usual care (i.e., verbal instructions on post-procedural self-care). The questionnaire survey was conducted twice: before the educational program and before being discharged from the hospital. Differences in uncertainty, emotions, and self-efficacy among patients were analyzed. Data were analyzed using the chi-square test, Shapiro-Wilk test, paired t-test, and t-test with SPSS version 23.0. Results: The participants in the experimental group showed a decrease in uncertainty (t=4.33, p<.001), improvements in anxiety (t=-4.07, p<.001) and depression (t=-3.55, p<.001), and an enhancement of self-efficacy (t=-4.39, p<.001) compared to the control group. Conclusion: This nursing intervention was effective at reducing uncertainty, improving emotions, and enhancing self-efficacy. This intervention is feasible for use in nursing practice as an aid for patients when considering treatment methods. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to assess the effect of the emotional coaching program for hospital nurses. Methods: The study used a non-equivalent control group pretest-posttest design, and participants included 60 nurses (30 in the experimental group and 30 in the control group) who worked at a general hospital. The experimental group attended four sessions, one per week, with each session lasting two and a half hours. Collected data were analyzed using descriptive statistics, Fisher's exact test, Χ² test, t-test, paired t-test, and repeated measures ANOVA using SPSS WIN 23.0 program. Results: Significant differences were shown between the experimental and the control groups regarding emotional labor (F=68.40, p<.001), resilience (F=48.77, p<.001), and self-efficacy (F=15.31, p<.001). Conclusion: The emotional coaching program for nurses is useful for enhancing nurses' emotional labor management, resilience, and self-efficacy. In addition, this program may serve as a basis for providing emotional coaching to nurses in the future. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to develop a simulation-based postpartum care education program for women with postpartum hemorrhage and to verify the effects of the program on postpartum care. Methods: This program was developed according to the ADDIE model of instructional system de- sign, which consists of analysis, design, development, implementation, and evaluation phases. This quasi-experimental study used a non-equivalent control group pre- and post-test design, and data were collected from April 23 to May 4, 2015. To verify the effects of the program, 33 nursing students in the experimental group participated in a simulation program, whereas 31 students in the control group were given a case study. Results: The experimental group had statistically significantly higher scores for clinical performance (t=--4.80, p<.001), clinical judgment (t=--4.14, p<.001), and learning satisfaction (t=--10.45, p<.001) than the control group. Conclusion: The results of this study indicate that the simulation-based postpartum care education program for women with postpartum hemorrhage was effective for developing students' competency, implying that a similar program should be integrated into the clinical training component of the maternal nursing curriculum. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to examine the role of video education on cancer patient advance directive writing. Methods: To evaluate the effects of video education on cancer patient advance directive knowledge, attitude, writing intention and writing, this study employed a non-equivalent control group and non-synchronized design as a quasi-experimental study. The target population of this study were adults aged ≥50 years old, diagnosed with cancer in South Korea. The proximity population were also cancer patients who visited a university hospital. The control group (n=31) were educated verbally using a leaflet and the experimental group (n=30) were educated by a video program developed by the National Bioethics Policy Institute for 10 minutes, supplemented with a leaflet. The advance directives video program form provided by the Korean Ministry of Health and Welfare was used. Results: The experimental group showed a positive change in knowledge level (F=52.82, p<.001, effect size=0.96), attitude (F=12.21, p<.001, effect size=0.46), the intention to write (F=18.22, p<.001, effect size=0.56) advance directives and a higher proportion of writing (χ²=13.87, p<.001) than the control group. Conclusion: The results of this research show that providing information through video is a more effective educational medium for retention of knowledge, attitude, writing intention, and writing of cancer patient's advance directives. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to examine the effect of spouses participating in health coaching on stage of the change, health behaviors, and physiological indicators among male office workers with cardiocerebrovascular disease (CVD) risk factors and compare the findings with trainers who provided health coaching only to workers. Methods: A quasi-experimental pretest-posttest design was used. Convenience sampling was used to recruit participants from a manufacturing research and development company in the city of Gyeonggi province. The health coaching program for the experimental group (n=26) included individual counseling sessions according to workers' stage of change, and provision of customized health information materials on CVD prevention to workers and their spouses for 12 weeks through mobile phone and email. Results: After 12 weeks of intervention, the total score for health behavior, and scores on the sub-areas of exercise and health checkups significantly improved in the experimental group, but there were no significant differences in the scores of stage of the change and physical indicators. The results of a paired t-test showed a significant decrease in the body mass index, abdominal circumference, systolic blood pressure, diastolic blood pressure, total cholesterol and triglyceride values, and a significant increase in the high-density lipoprotein cholesterol value in the experimental group after the intervention. Conclusion: To improve the health of male workers with CVD risk factors in the workplace, sharing health information with their spouses has proven to be more effective than health coaching for only workers. Therefore, it is important to develop strategies to encourage spousal participation when planning workplace health education for changing health-related behaviors. [ABSTRACT FROM AUTHOR]

Purpose: Hospice volunteers are serving an invisible yet pivotal role in the hospice and palliative care team. This study investigated how effectively a continuing education program could enhance hospice volunteers' competency. Methods: A total of 20 hours (four hours per week) of training was provided to 30 hospice volunteers who participated in the continuing education for hospice volunteers. Efficiency of the education was analyzed with an exploratory mixed-methods design. For quantitative analysis, the volunteers were asked, before and after the training, about their attitudes towards hospice care, what makes a meaningful life, self-efficacy and satisfaction with their volunteer service. Descriptive statistics, paired t-tests, and Wilcoxon signed-rank test were performed using SPSS Window 20.0. For qualitative research, participants were placed in three groups for a focus group interview, and data were analyzed by content analysis. Results: A quantitative study result shows that this training can significantly affect hospice volunteers' attitudes and improve their self-efficacy. A qualitative study result shows that participants wanted to receive continuous education from the physical/psychosocial/spiritual aspects to better serve endof- life patients and their family members even though they have to spare significant time for the volunteer service. They wanted to know how to take good care of patients without getting themselves injured and how to provide spiritual care. Conclusion: The continuing education program reflecting volunteers' requests is strongly needed to improve their competency. An effective continuing education requires continuous training and support in areas where hospice volunteers are interested in. A good alternative is to combine web-based and hands-on training, thereby allowing hospice volunteers freely take training that suits their interest. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to examine the effects of a virtual reality simulation and a blended simulation on nursing care for children with asthma through an evaluation of critical thinking, problem-solving processes, and clinical performance in both education groups before and after the educational intervention. Methods: The participants were 48 nursing students. The experimental group (n=22) received a blended simulation, combining a virtual reality simulation and a high-fidelity simulation, while the control group (n=26) received only a virtual reality simulation. Data were collected from February 25 to 28, 2019 and analyzed using SPSS version 25 for Windows. Results: The pretest and posttest results of each group showed statistically significant improvements in critical thinking, problem-solving processes, and clinical performance. In a comparison of the results of the two education groups, the only statistically significant difference was found for critical thinking. Conclusion: Simulationbased education in child nursing has continued to involve high-fidelity simulations that are currently run in many programs. However, incorporating a new type of blended simulation, combining a virtual reality simulation and a high-fidelity simulation, into the nursing curriculum may contribute to the further development of nursing education. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to review sexual abuse prevention education program for Korean elementary school students. Methods: Whittemore and Knafl's integrative review methods were used and Gough's weight of evidence was employed as a quality appraisal tool. Articles published in Korean or English were identified through electronic search engines and scholarly web sites using three keywords: "elementary school student", "sexual abuse", and "prevention education". Peer-reviewed articles published between 2000 and 2018 were included in this review. Results: Twelve articles met the inclusion criteria and were appraised as being high-quality. Among the 12 selected studies, seven were descriptive, while five were intervention studies. Sexual abuse prevention education programs were effective in improving perceptions, knowledge, attitudes, and preventive behaviors among elementary school students. However, deficiencies were found in the variety of educational methods, utilization of experts, and standardization of the content of sexual abuse prevention education. Conclusion: We need to provide various educational methods that are appropriate for specific developmental stages, and the sexual abuse prevention content should draw upon the current sexual education program administered to this population. Furthermore, parents and trained teachers or school health teachers should be included to provide effective education programs for elementary students. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to develop an empowering education program for Maternal- Fetal Intensive Care Unit (MFICU) nurses who provide intensive care to high-risk mother and fetus at hospitals, to test effects of the education program on nursing care confidence and nursing knowledge, and to examine program satisfaction. Methods: This study comprised of 2 phases: program development and evaluation. First, we have followed a process of program development to develop and refine an empowering education program for MFICU nurses through collaborative works among clinical obstetrics and gynecology doctors and nurses and academic nursing professors. Second, the empowering education program was provided to 49 nurses and evaluated from July 5 to 6, 2019. Levels of MFICU nursing care confidence and knowledge were measured. Results: The empowering education program included 18 hours of lectures, discussion, and Q & A, which continued for 2 days. This program significantly improved high-risk maternal-fetal nursing care confidence and knowledge of nurses. The program was well met with nurses' education need and goals, and found to be highly satisfactory. Conclusion: The empowering education program was observed to be effective in terms of improve nursing care confidence and knowledge of nurses in MFICU. It is proposed that this program should be open regularly for nurses to obtain and improve their clinical knowledge, confi- dence, and competency. Further study is needed to develop and run 2-levels of education such as basic and advanced levels based on nurses' clinical background and competency. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the current status of obesity intervention programs, and its effects on endothelium function in adolescents. Method: This was a descriptive research study, that investigated domestic and international literature 2009-2018. Using databases inside and outside of Korea to search for ‘adolescent’, ‘obese adolescent’, ‘exercise’, ‘program’, or ‘intervention’, and ‘endothelium function’, a total of 14 literature have been selected for 6 domestic research and 8 international research, excluding overlapping, case studies, literature reviews, and unrelated studies. Results: Interventions for enhancing endothelium function were exercise program, diet, vitamin D3 treatment, and Orlistat intake relative to international research, and combined exercise and purple sweet potato intake, in most domestic research. Dependent variables included FMD, RHI, NMD, EPCs, and EMPs, for measuring endothelium function in international research, and PWV, FMD and RHI, in domestic research. Conclusion: Results of this study confirmed that application of obese intervention programs, may improve endothelium function in adolescents. Further studies are required, to develop nursing intervention, that would enhance endothelium function in adolescents. [ABSTRACT FROM AUTHOR]

Purpose: The Korean Triage and Acuity Scale (KTAS) is a tool used to classify the severity and urgency of emergency department (ED) patients, focusing on their symptoms. In consideration of the importance of the KTAS, a web-based learning program has emerged as a new mode of education; it enables ED triage nurses to access it anytime and anywhere, and according to their own learning abilities. This study aimed to develop a web-based KTAS learning program and evaluate its effects on self-efficacy and triage performance ability in ED nurses. Methods: A quasi-experimental design with a non-equivalent control group pretest-posttest was used. The conceptual framework was Bandura's self-efficacy theory. There were 30 participants in the experimental group and 29 in the control group. The experimental group attended an orientation and 4 sessions of a web-based KTAS learning program. The learning program lasted 280 minutes over five weeks, consisting of 40 minutes of orientation and four 60-minute sessions. Results: The scores of self-efficacy, triage performance ability in KTAS level, and chief complaints significantly increased in the experimental group compared to the control group. In addition, the numbers of under-triage in KTAS significantly decreased in the experimental group in comparison to the control group. Conclusion: The results suggest that the learning program was effective in improving ED nurses' level of self-efficacy and triage performance ability (KTAS level and KTAS chief complaint). Accordingly, the web-based KTAS learning program can be applied as an education intervention to improve ED nurses' triage skill. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Purpose: To examine effects of a postnatal care program on self-efficacy, self-management, and glycemic control in women with gestational diabetes mellitus (GDM). Methods: A non-equivalent control group non-synchronized quasi- experimental design was used. Sixty-two women with GDM were enrolled and assigned to either an experimental group (n=30) or a control group (n=32). The experimental group received an intervention which was postnatal care program for women with GDM. The postnatal care program for GDM included an individual education with leaflet and mobile web-based video with three times of telephone counseling. Effects of the intervention were measured with self-efficacy, self-management questionnaire, and a 75 g oral glucose tolerance test (75g OGTT). Statistical significance was examined using independent t-test and χ²-test. Results: Although there was no significant difference in 75g OGTT (χ²=.11, p=.748) or self-management (t=-1.28, p=.206), there was a statistically significant increase in self-efficacy (t=-2.02, p=.048) in the experimental group compared to that in the control group. Conclusion: A postnatal care program is needed for women with GDM to improve their self-efficacy. Further studies are warranted to improve self-management and glycemic control through tailored education for GDM postpartum women. [ABSTRACT FROM AUTHOR]

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to develop a navigation program for family caregivers of stroke patients admitted to a rehabilitation hospital and evaluate differences in caregiver outcomes before and after the intervention. Methods: The navigation program consists of education, demonstration and return demonstration. To evaluate the program, we conducted a quasi-experimental study in 44 caregivers (22 experimental group received the navigation program vs. 22 controls group did not received). Caregivers completed the burden, anxiety, depression, self efficacy, caregiving mastery, quality of life, and patient's Activities of Daily Living (ADL). Data were collected using self-report structured questionnaires. The data were analyzed using the SPSS/WIN 21.0 with the χ²-test, and independent t-test. Results: Compared with the control group, caregivers who received the navigation program reported significant decrease in caregiver burden, depressive symptoms and anxiety and significant improvement in their mastery, self-efficacy, quality of life and patient's ADL. Conclusion: Delivering the navigation program to family caregivers of stroke patients in a rehabilitation hospital setting was feasible. Our results provide preliminary support for the navigation program to reduce negative outcomes (e.g., burden, anxiety, depression) and improve positive outcomes (e.g., mastery, self efficacy, quality of life, patient's activities of daily living) in family caregivers who experience first stroke diagnosis of their loved one. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to identify effects of debriefing based on the clinical judgment model for nursing students on their knowledge, skill performance, clinical judgment, self-confidence and learner satisfaction during simulation based end-of-life care (ELC) education. Methods: Simulation based ELC education was developed in six steps as follows: selection of learning subjects and objects, development of learning tools, a trial run of simulation-based education, students' skill training, and evaluators' training. Forty-eight senior nursing students (25 in the experimental group and 23 in the control group) participated in the simulation-based ELC education using a high-fidelity simulator. Debriefing based on the clinical judgment was compared with the usual debriefing. Results: ANCOVA showed that there were differences in knowledge (F=4.81, p=.034), skill performance (F=68.33, p<.001), clinical judgment (F=18.33, p<.001) and self-confidence (F=4.85, p=.033), but no difference in satisfaction (t=-0.38, p=.704) between the experimental and control groups. Conclusion: This study found that debriefing based on the clinical judgement model is effective for supporting nursing students for reflecting on clinical judgment and improving their diverse competencies in complex clinical settings such as ELC. [ABSTRACT FROM AUTHOR]

Purpose: Knowledge and performance of delirium care is important for caregivers of older people and in particular older postsurgical patients. The purpose of this study was to examine the effects of a delirium care education program for Korean-Chinese caregivers. Methods: A nonequivalent control group pretest-posttest design was used. Participants were 55 Korean-Chinese caregivers caring for elderly patients with delirium (27 in the experimental group and 28 in the control group) from one hospital in Seoul. The delirium care education program, which consisted of discussion on the experience of caring for patients with delirium, lecture, and quiz, was given individually. Effects were evaluated through pre-and post-tests that included measurement of knowledge and performance of delirium care. Results: After the delirium care education knowledge of delirium care significantly increased in the experimental group compared to the control group. There was no significant improvement in either group in the performance of delirium care after delirium care education. Conclusion: The findings of this study provide evidence for the potential utility of the delirium care education program for Korean-Chinese caregivers. This program could allow caregivers to provide quality care, and ultimately contribute to achieving excellence in delirium patient care. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to identify the effects of education regarding action plans according to a self-monitoring program on self-management adherence, knowledge, symptom control, and health-related quality of life (HRQoL) among adults with asthma. Methods: Thirty-four patients were randomly assigned to the intervention group and thirty-two to the control group in this study. A tailored 50-minute intervention based on the contents of self-monitoring and action plans developed by the National Heart Lung and Blood Institute was provided to the intervention group. Structured and well developed questionnaires were used to measure the dependent variables. Results: There were no differences in all general and clinical characteristics, and the dependent variables between two groups in the pre-test. In the post-test, there were differences in the level of self-management adherence (t=4.41, p<.001), knowledge (t=2.26, p=.027), symptom control (t=-2.56, p=.013), and total HRQoL (t=2.14, p=.036) between the two groups, although there was a difference only in the sub-domain of emotion (t=2.03, p=.047) in HRQoL. Conclusion: This study found that action plans according to self-monitoring that enhance a participatory interaction in the treatment and care could help patients with moderate to severe asthma to engaged equately in self-care, to control their symptoms, and to improve their HRQoL. Further studies are still needed to identify longitudinal effects of this program. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Methods: Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. Results: The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, p<.001). In addition, teacher’s knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children’s ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. Conclusion: The instructional coaching program was well structured and significantly improved not only teachers’attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to investigate the effects of core basic nursing education using cellular phone video recordings on self-confidence in performance, achievement, and practice satisfaction. Methods: The research design was a nonequivalent control group modified and non-synchronized design. The participants were assigned to either the experimental (n=60) or control group (n=67). During one semester, the experimental group received training for 10 selected core basic nursing skills using cellular phone video recording. The control group, also for one semester, received training with traditional practices. Self-confidence in performance and practice satisfaction were measured using a questionnaire, and achievement was evaluated by professors at the conclusion of the semester. Collected data were analyzed using t-test and Pearson correlation coefficients. Results: Self-confidence in performance increased significantly after training in the experimental group (t=7.94, p<.001). The experimental group showed significantly higher self-confidence in performance (t=2.39, p=.018) and achievement (t=2.40, p=.018) compared to the control group. However, the difference in practice satisfaction was not statistically significant. Conclusion: The results indicate that cellular phone video recording is effective in improving self-confidence in performance and achievement of core basic nursing skills. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study was to identify effects of self-evaluation using smartphone recording on competency in nursing skills, satisfaction and learning motivations in nursing students'. The setting was the open laboratory hours. Methods: A quasi-experimental pre/post-test design was conducted in September 2015. The participants were 82 sophomore nursing students from one University. The experimental group did self-evaluation by watching recorded video clips of their performance. The control group did not have any self-evaluation. The primary outcomes were scores from the foley catheterization checklist, scores from a student satisfaction tool, and scores from a learning motivation tool. Data were analyzed using χ² test, Fisher's exact test, independent t-test, and paired t-test. Results: There was a significant higher mean score in levels of satisfaction by students in the experimental group compared to the control group (t=2.26, p=.027). In addition, improvement in communication skills by the experimental group was significantly higher than improvement in the control group (t=3.96, p<.001). Conclusion: Findings show that self-evaluation using smartphone recordings has positive effects on increasing both communication skills and satisfaction with practice during open laboratory hours. These results indicate that, self-evaluation using smartphone recording is useful as a supplement to traditional open laboratory education. [ABSTRACT FROM AUTHOR]

Purpose: This study was done to develop a children's sex education program for the parents of lower elementary grade students and to evaluate its effects on sexual knowledge, gender role attitude, parent efficacy for child's sex education, and marital consistency. Methods: A quasi-experimental with a non-equivalent control group pretest-posttest design was used. The participants were 29 couples (58 parents, experimental group=28, control group=30) from G city. The 5-week (5-session) program was developed based on 'A theory of protection: parents as sex educators' and used the case-based small group learning method. Data were collected during July and August 2015. The characteristics of the program developed in the present study were a theoretical-based, client-centered, multi-method. Results: After the intervention, the experimental group showed a significant improvement in sexual knowledge, gender role attitudes, parent efficacy for child's sex education, and marital consistency, compared to the control group. The effect sizes of the program were .64 (knowledge), .65 (gender role attitudes), and .68 (parent efficacy). Conclusion: The results of this study provided implications for the parents as effective sex educator and the role expansion of school health nurses. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to develop a resilience training program for nurses and test its effects. Methods: A non-equivalent experimental group and a control group pretest-posttest study design was used with 56 participating nurses (28 nurses in the experimental group and 28 nurses in the control group). The resilience training program was provided to participants for 4 weeks from August 12 to September 4, 2013. Each session was scheduled for two hours per week. Participants completed the tools for resilience, positive affect, and perceived stress assessment. Data were analyzed using •2 test, Independent t-test, and 2*2 repeated measures multivariate analyses of variance (MANOVAs) with the SPSS/WIN 21.0 program. Results: Application of the resilience training program significantly helped nurses enhance their resilience and positive affect to workplace adversity, and reduce their perceived stress. There were significant positive differences for these variables in the experimental group compared to the control group. Conclusion: The findings indicate that the resilience training program for nurses is effective and can be used as an intervention for a stress management guide for nurses. [ABSTRACT FROM AUTHOR]