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Purpose: The study aimed to examine the concept and attributes of the quality of clinical nursing education for new graduate nurses. Methods: This study adopted a hybrid model introduced by Schwartz-Barcott and Kim. In the theoretical stage, the meaning and attributes of the quality of clinical nursing education for new graduate nurses were determined by analyzing eight articles. In the fieldwork stage, data were collected using semi-structured interviews with five new graduate nurses and seven experienced nurses. The data were analyzed by qualitative content analysis methods developed by Elo and Kyngӓs. In the final analysis, a final result was arrived at comparing, contrasting, and integrating the attributes of the concepts derived in the theoretical and field-work stages. Results: The quality of clinical nursing education for new graduate nurses was identified as excellence or the standard of education for new graduate nurses that would support them in adapting to clinical settings and transitioning to professional nurses. The attributes of the quality of clinical nursing education were founded to possess three dimensions, six categories, and 18 attributes. The multidimensional attributes of the quality of clinical nursing education for new graduate nurses were confirmed as education resources, design, method, content, evaluation, interaction, and outcome under the three dimensions of input, process, and output. Conclusion: The concept and nature of the quality of clinical nursing education observed in this study can be utilized as a basis for the future development, evaluation, and improvement of clinical nursing education for new graduate nurses in healthcare organizations.

This study was conducted to examine trends in research about nurse educators in Korean hospitals. The methodological framework consisted of previous work by Arksey and O’Malley. A literature search was performed of electronic databases, such as RISS, KISS, CINAHL, and PubMed, from January 2000 to June 2022. Each study was collated and analyzed, and the studies’ data were abstracted into the following categories: publication year, study design, study participants, and education program details. Eight studies were reviewed. Most of the studies were published after 2020 (87.5%). The most frequently used design was quasi-experimental (50.0%). There were three studies whose subjects were nursing educators and five studies were conducted on programs in which nurse educators participated. In Korean medical institutions, clinical nurse educators have various roles, including the development and operation of programs and serving as facilitators and evaluators. In most studies, knowledge and skills were measured as outcome variables of educational programs led by nurse educators. The roles of nurse educators were diverse in Korean medical institutions. Therefore, a program to enhance the competency of nurse educators is needed. Judging from the effects of nurse educators in Korean medical institutions, it is necessary to expand the nurse educator system, and additional research on nurse educators should be conducted.

Cationic amphipathic structures are often utilized in natural membrane-active host-defense peptides. Negatively charged surface membranes of rapidly proliferating bacterial and cancer cells have been targeted by various synthetic peptides and peptidomimetics adopting the structural motif. Herein, we synthesized a set of conjugates composed of cationic amphipathic peptoids (i.e., oligo-N-substituted glycines) and a chlorin photosensitizer, named chlorin e6 (Ce6)-peptoid conjugates (CPCs). Among the nine CPCs, CPC 7, composed of Ce6, a PEG linker, and guanidine-rich helical amphipathic peptoids, exhibited a distinct photoresponsive inactivation of Gram-positive and Gram-negative bacteria. Subsequent studies showed that CPC 7 effectively killed various cancer cells after irradiation with red light (655 nm), suggesting the potential of CPC 7 as a dual antimicrobial and anticancer agent. Confocal laser scanning microscopy and flow cytometry data suggested that CPC 7 could induce apoptotic cell death. Our results show the potential of peptoid-based photosensitizer conjugates as a versatile platform for antimicrobial and anticancer photodynamic therapy agents and peptoid therapeutics.

Purpose: This study aimed to examine tertiary hospital nurses’ ageism, nursing practice environment and geriatric nursing performance and discover factors influencing geriatric nursing performance. Methods: The research was conducted for 117 nurses working at tertiary hospitals located at Seoul, and data were collected from March 14 to March 31, 2022. The collected data were analyzed with descriptive statistics, t-test, ANOVA, Pearson’s correlation coefficients, and multiple regression using the IBM SPSS 26.0 program. Results: Nursing practice environment was positively correlated with geriatric nursing performance (r=.25, p=.007). The factors influencing geriatric nursing performance were nursing practice environment (β=.25, p=.009) and experience living with the elderly (β=.23, p=.013), and as for the present units, internal medicine (β=.27, p=.009) and integrated nursing·care service (β=.21, p=.042) wards compared with a surgery ward showed an explanatory power of 19.0%. Conclusion: Factors affecting geriatric nursing performance include the current unit where nurses work, nursing practice environment, and experience living with older adults. Based on the research findings, preparing measures for enhancing the quality of geriatric nursing performance is necessary.

Background Nursing handoff is an important nursing task that ensures nursing care continuity, quality and patient safety. Nursing handoff competency refers to the ability of the nurse performing the handoff to select and interpret necessary information for patient care and to relay it efficiently to the nurse accepting the handoff. This study aimed to develop a scale to measure nursing handoff competency and verify its validity and reliability. Methods This study adopted a methodological design. A methodological approach was conducted in three phases: (1) scale development through a nursing handoff-related literature review and interviews; (2) construct validity, criterion-related validity, convergent and discrimination validity, and reliability evaluation of the developed scale; (3) standard setting of the scale. Data were collected from 496 clinical nurses currently working in hospital wards, intensive care units, and emergency rooms, and who independently perform a handoff. The validity and reliability of the scale were verified using maximum likelihood exploratory factor analysis with promax factor rotation, confirmatory factor analysis with maximum likelihood estimation, Pearson correlation, Cronbach’s alpha, and Spearman-Brown coefficient. The standard setting of the scale was conducted using the extended Angoff method was used for standard scale setting. Results The Nursing Handoff Competency Scale consisted of 25 items of the four factors: “knowledge on handoff methods”, “identification of patient information,” “judgment and transfer of nursing situation,” and “formation of supportive relationships.” The fitness of the scale revealed good results in confirmatory factor analysis. Construct validity, criterion-related validity, convergent validity, and discrimination validities were verified. The reliability test showed that Cronbach’s α of the whole tool was .912 and the split-half reliability was .846. The cut-off score for satisfied/unsatisfied was 72. Conclusions The developed scale can evaluate the nurse’s handoff competencies. Additionally, the measurement results can be used to compose the contents of the education program.

Background Critical reflection is an effective learning strategy that enhances clinical nurses’ reflective practice and professionalism. Therefore, training programs for nurse educators should be implemented so that critical reflection can be applied to nursing education. This study aimed to investigate the effects of a critical reflection competency program for clinical nurse educators on improving critical thinking disposition, nursing reflection competency, and teaching efficacy. Methods A pilot study was conducted using a pre- and post-test control-group design. Participants were clinical nurse educators recruited using a convenience sampling method. The program was conducted once a week for 90 min, with a total of four sessions. The effectiveness of the developed program was verified by analyzing pre- and post-test results of 26 participants in the intervention group and 27 participants in the control group, respectively. The chi-square test, independent t-test, Mann-Whitney U test, and analysis of covariance with age as a covariate were conducted. Results The critical thinking disposition and teaching efficacy of the intervention group improved after the program, and the differences between the control and intervention groups were statistically significant (F = 14.751, p p p = 0.108). Conclusion The critical reflection competency program was effective in improving the critical thinking disposition and teaching efficacy of nurse educators. Therefore, it is necessary to implement the developed program for nurse educators to effectively utilize critical reflection in nursing education.

Purpose: This study examined the extent to which prelingual cochlear implant (CI) users show a slowed speaking rate compared with typical-hearing (TH) talkers when repeating various speech stimuli and whether the slowed speech of CI users relates to their immediate verbal memory. Method: Participants included 10 prelingually deaf teenagers who received CIs before the age of 5 years and 10 age-matched TH teenagers. Participants repeated nonword syllable strings, word strings, and center-embedded sentences, with conditions balanced for syllable length and metrical structure. Participants' digit span forward and backward scores were collected to measure immediate verbal memory. Speaking rate data were analyzed using a mixed-design, repeated-measures analysis of variance, and the relationships between speaking rate and digit spans were evaluated by Pearson correlation. Results: Participants with CIs spoke more slowly than their TH peers during the sentence repetition task but not in the nonword string and word string repetition tasks. For the CI group, significant correlations emerged between speaking rate and digit span scores (both forward and backward) for the sentence repetition task but not for the nonword string or word string repetition task. For the TH group, no significant correlations were found. Conclusions: The findings indicate a relation between slowed speech production, reduced immediate verbal memory, and diminished language capabilities of prelingual CI users, particularly for syntactic processing. These results support theories claiming that immediate memory, including components of a central executive, influences the speaking rate of these talkers. Implications for therapies designed to increase speech fluency in CI recipients are discussed. Supplemental Material: https://doi.org/10.23641/asha.21644795

Purpose: The aim of this study was to investigate and compare facility workers’ and family caregivers’ perceptions toward closed-circuit television (CCTV) in long-term care facilities.Methods: The participants included 70 family caregivers and 66 facility workers in nine long-term care facilities. A structured questionnaire gathered participants’ perceptions of CCTV in long-term care facilities. Data were analyzed using descriptive statistics, t-test, chi-squared test, and Fisher’s exact test with SPSS 26.0.Results: Family caregivers positively perceived both the function (p

Purpose: This study was done to develop and validate a scale for assessing nursing needs on comprehensive nursing care units and to derive a patient classification system based on nursing needs.Methods: In this methodological study, the initial items were identified through a review of the literature and surveys from nursing staff regarding the nursing needs on comprehensive nursing care units. Content validity was evaluated by nine nursing staff members from comprehensive nursing care units. To evaluate the concurrent validity and derive a patient classification system, nursing needs scores, perceived nursing needs and perceived patient severity for 216 patient cases were evaluated by five nurses. These data were analyzed using Pearson‘s correlation coefficients, one-way ANOVA with Scheffépost hoc tests and K-means clustering.Results: After evaluating content validity, the developed scale contained 64 activities in two domains: nursing intervention and assistance of daily living. Concurrent validity was verified by analyzing the differences in the nursing needs scores according to each group of perceived nursing needs and severity (p

The purpose of this study was to examine work-related stress, nurse-physician collaboration and clinical reasoning competence to identify the factors that affected the triage competence of emergency room nurses.A quick and accurate treatment plan for patients is first determined by a triage nurse. Triage competence is an indispensable requirement for emergency room nurses.A cross-sectional design was adopted.The participants comprised 156 emergency room nurses in South Korea who had more than 1 year of experience working in an emergency room. The collected data were analysed using SPSS 28.0. Self-reported data were collected via the Korean Nursing Stress, Nurse-Physician Collaboration, Nurse Clinical Reasoning, Emergency Room Nurse Triage Competence assessing work-related stress, nurse-physician collaboration, clinical reasoning competence and triage competence. In the analyses, multiple regression analysis using the enter method was conducted. We have followed through the STROBE checklist for the preparation of this manuscript.Triage competence significantly differed according to the age (F = 9.93, p .001), clinical experience (F = 18.82, p .001), emergency department experience (F = 12.07, p .001), triage experience (t = 4.40, p .001) and if nurses had a triage certificate (t = 4.85, p .001). The factors that influenced triage competence included clinical reasoning competence (β = .36, p .001), emergency department experience (β = .21, p = .006), work-related stress (β = .18, p = .007) and nurse-physician collaboration (β = -.17, p = .009); these factors accounted for 38.1% of the variance in triage competence.The results of this study show that efforts to improve triage competence should be based on clinical reasoning. In addition, an effective plan should be devised to improve nurse-physician collaboration and work-related stress.Education programmes should be developed to enhance clinical reasoning competence in order to improve triage competence. In addition, a method for managing work-related stress among nurses in emergency departments and programmes to enhance collaborative physician-nurse relations should be developed.

Purpose: This study aimed to develop the examination objectives based on nursing competency of the Korean Nursing Licensing Examination.Methods: This is a validity study to develop the examination objectives based on nursing competency. Data were collected in December 2021. We reviewed the literature related to changing nurse roles and on the learning objectives for the Korea Medical Licensing Examination and other health personnel licensing examinations. Thereafter, we created a draft of the nursing problems list for examination objectives based on the literature review, and the content validity was evaluated by experts. A final draft of the examination objectives is presented and discussed.Results: A total of 4 domains, 12 classes, and 85 nursing problems for the Korean Nursing Liscensing Examination were developed. They included the essentials of objectives, related factors, evaluation goals, related activity statements, related clients, related settings, and specific outcomes.Conclusion: This study developed a draft of the examination objectives based on clinical competency that were related to the clinical situations of nurses and comprised appropriate test items for the licensing examination. Above results may be able to provide fundamental data for item development that reflects future nursing practices.

Aims and objectives The objective of this study was to examine differences in personal characteristics, core practice competency and role stress according to levels of teaching efficacy among clinical nurse educators working in general hospitals. Background In the clinical setting, successful adaptation to instruction among practicing clinical nurse educators is challenging. Design Secondary analysis of data through a cross-sectional study design was adopted. Methods Originally, 565 nurses were recruited from general hospitals; 364 were included in this study. Participants were nurses with more than 1 year of experience in various settings from 16 general hospitals wherein nursing students trained for clinical practicum in five cities in South Korea. Self-reported data were collected via the Teaching Efficacy, Core Practice Competency and Perceived Stress Scales assessing clinical education-related teaching efficacy, core practice competency and role stress. In the analyses, comparison between nurses with high and low teaching efficacy was conducted. We have followed through the EQUATOR (e.g. STROBE) research checklist for the preparation of this manuscript. Results According to univariate analysis, levels of teaching efficacy were shown to be higher with age, longer clinical careers, in those undergoing a doctoral course or with a doctorate, previous experience in providing clinical education and enrolment in continuing education for clinical education. In the multivariate analysis, enrolment in continuing education for clinical education, assessment and intervention skills, critical thinking skills, teaching skills and role ambiguity were associated with level of teaching efficacy among nurse educators. Conclusion Based on the results of this study, we recommend that nursing administrators should foster the recognition of personal characteristics in potential clinical nurse educators or preceptors with high teaching efficacy. Relevance to clinical practice Nurses should be supported by providing them with opportunities for professional development to enhance teaching efficacy.

The high degree of academic burnout experienced during academic life indicates that job skill levels during the first year following graduation are low, and the correlation with turnover intention is high. We investigated the effects of clinical practice stress and resilience on nursing students’ burnout, and searched for factors that can prevent or control burnout. We recruited a convenience sample of 202 nursing students. Academic burnout, general characteristics, clinical practice stress, and resilience were assessed via self-reported questionnaires. The mean total score of academic burnout was 44.0 points; exhaustion was the highest at 18.5 points, inefficacy was 15.9 points, and cynicism was 9.6 points. High levels of clinical practice stress affected academic burnout (β=0.194, p=0.003), while high resilience was a factor that lowered the degree of academic burnout (β=-0.449, p

Background: This systematic review and meta-analysis aimed at investigating the current status and prevalence of sleep disturbance in Korean university students and provide evidence to develop appropriate strategies for improving sleep disturbance.Methods: Pooled prevalence of sleep disturbance in Korean university students was assessed using PubMed, CINAHL, Research Information Sharing Service, National Assembly Library, Korean studies Information Service System, and Korea Citation Index databases. A total of 1,843 studies were retrieved from the literature search, and 14 studies were included in the analysis. Statistical analysis was performed using comprehensive meta-analysis software.Results: The overall pooled prevalence was 48.9% (95% confidence interval [CI], 41.6-56.3%). Subgroup analyses revealed that the pooled prevalence rates were 59.2% (95% CI, 38.8-50.7%) in the Pittsburgh Sleep Quality Index (PSQI)-based and 26.0% (95% CI, 19.5-33.9%) in non-PSQI-based studies, 23.2% (95% CI, 15.6-33.1%) in low-quality and 56.9% (95% CI, 49.3-64.2%) in moderate-quality studies, 35.6% (95% CI, 33.4-37.8%) in studies published before 2010 and 51.4% (95% CI, 42.9-59.8%) in studies published since 2011.Conclusions: The prevalence of sleep disturbance is higher in university students. Therefore, further studies are needed to identify sleep problems of university students and gain future-oriented insights to develop mediation strategies.

To examine the mediating factor on the association of secondary traumatic stress and burnout among critical care nurses.A correlational study.Data were collected from a convenience sampling of 147 nurses from two general hospitals who had six or more months of experience working in an intensive care unit. The collected data were analyzed through t-test, ANOVA, Scheffé test, Mann-Whitney test, Kruskal-Wallis test, Bonferroni correction, and Pearson's correlation coefficient using SPSS 25.0. The mediating effect of resilience was analyzed through the three-stage mediation effect test procedure using hierarchical regression analysis and the Sobel test.Secondary traumatic stress had a statistically significant positive correlation with burnout (r = 0.45, p .001), and a statistically significant negative correlation between burnout and resilience (r = -0.54, p .001) was observed. Secondary traumatic stress was found to have a statistically significant effect on resilience, which was the mediating variable (β = -0.17, p =.042). Additionally, secondary traumatic stress had a statistically significant effect on burnout (β = 0.45, p .001). The significance of the mediating effect of resilience on the relationship between secondary traumatic stress and burnout was investigated using the Sobel test, and the mediating effect of resilience was found to be statistically significant (Z = 1.98, p =.048).Resilience was found to have a partial mediating effect in the relationship between critical care nurses' secondary traumatic stress and burnout. The study thus provides basic data on the importance of resilience in preventing burnout from secondary traumatic stress.

Inotodiol, an oxysterol found only in Chaga mushroom, has received attention from the pharmaceutical industry due to its strong antioxidant and anti-allergic activities. However, the production of inotodiol is still challenging, and its fundamental properties have yet to be investigated. This study aims to develop an efficient method to produce high-purity inotodiol from Chaga mushroom. Then, pure inotodiol was used to assess its physicochemical properties and biological activities. By optimizing the solvent used for extraction and purification, a new method to produce inotodiol was developed with high purity (>97%) and purification yield (33.6%). Inotodiol exhibited a melting point (192.06 °C) much higher than lanosterol and cholesterol. However, the solubility of inotodiol in organic solvents was notably lower than those of the other two sterols. The difference in the hydroxyl group at C-22 of inotodiol has shown the distinctive physicochemical properties of inotodiol compared with cholesterol and lanosterol. Based on those findings, a nonionic surfactant-based delivery system for inotodiol was developed to improve its bioavailability. The inotodiol microemulsion prepared with 1–2% Tween-80 exhibited homogenous droplets with an acceptable diameter (354 to 217 nm) and encapsulation efficiency (85.6–86.9%). The pharmacokinetic analysis of inotodiol microemulsion in oral administration of 4.5 mg/kg exhibited AUC0–24h = 341.81 (ng·h/mL), and Cmax = 88.05 (ng/mL). Notably, when the dose increased from 4.5 to 8.0 mg/kg, the bioavailability of inotodiol decreased from 41.32% to 33.28%. In a mouse model of sepsis, the serum level of interleukin-6 significantly decreased, and the rectal temperature of mice was recovered in the inotodiol emulsion group, indicating that inotodiol microemulsion is an effective oral delivery method. These results could provide valuable information for applying inotodiol in functional food, cosmetic, and pharmaceutical industries.

Critical reflection develops nurses’ critical thinking and clinical reasoning competency. It is necessary to develop a validated scale to measure critical reflection competency considering the clinical situation and nursing context. Therefore, this study analyzed the concept of critical reflection, developed a scale to measure critical reflection competency, and verified its validity and reliability. The concept of critical reflection and components of the scale were confirmed through literature review and results of previous studies on content analysis. A total of 64 preliminary items were derived on a 5-point Likert scale. The adequacy of vocabulary and expression was checked, and a content validity test was conducted. An I-CVI value of 0.88–1.00 was computed. Construct validity was conducted through an exploratory factor analysis, and data collected from 296 clinical nurses were analyzed. Five factors and nineteen items were derived, and the explanatory power was found to be 53.02%. Cronbach’s α of the scale was 0.853. Future studies need to develop a critical reflection education program and utilize this concept as an educational strategy. We propose a study to verify the effect of applying an educational program using the critical reflection competency scale developed in this study.

Purpose: Comprehensive nursing care services are provided for patient-centered nursing care in Korea. This study was conducted to compare differences in the frequency and elapsed time of nursing activities between comprehensive nursing care units and general medical-surgical units. Methods: This is a descriptive study design using direct observation of nursing care activities. A time and motion study on the frequency and elapsed time of nursing activities provided by nurses was conducted in the comprehensive nursing care units and general units of two small-to-medium sized hospitals. Data were collected for 64 hours in each hospital, through a two-way method using a checklist and a camera recorder. Results: The total number of nursing activities, activities provided per patient and patient safety care including clinical assessment and treatment were higher in the comprehensive nursing care units compared to general units. We found similar findings regarding the duration of nursing activities. Conclusion: Comprehensive nursing care units provide patient-centered nursing care and have a broader range of nursing activities for patient safety than general units. Assessments conducted to meet nursing needs and to promote safe nurse staffing should reflect the characteristics of the nursing tasks performed in comprehensive nursing care units.

The purpose of this study was to identify the current status of the new graduate nurses’ education system, to establish guidelines for the education of new graduate nurses, and to provide dates for the improvement of the education system. Eighty-nine hospitals participated in the survey from July to August 2018. The questionnaires consisted of 24 items including general characteristics, new graduate nurses’ education system, operation of nursing education teams, and preceptorship programs. The average duration of education/training for new graduate nurses was 57.3 days, and 26.6%–58.5% of general hospitals, hospitals, and long-term care hospitals had less than 30 days of new graduate nurses education/training, which is shorter than the education/training period of tertiary hospitals. There were new nursing education guidelines in 88.8% of all medical institutions and 58.6% of them had nursing education teams. Most of the personnel in charge of nursing education were not dedicated to education. A total of 87.6% of the all participating medical institutions had preceptorship programs, while 23.1%–33.3% of hospitals and long-term care hospitals did not. The breakdown of preceptorship programs showed 68.4% as “preceptor and preceptee are in charge of one team, and preceptor is teaching preceptee,” and 19.7% were “preceptor and preceptee are in charge of each team, and preceptor is teaching preceptee at the same time.” These results show that standardization and management of new graduate nurses’ education programs is necessary. For the standardization and management of new graduate nurses’ education programs, joint efforts of nurses’ associations and support from the government should be encouraged.

Sleep closely relates to emotional instability. Recent studies report an increase in young adults’ poor sleep and associated mental health problems, including attention deficit hyperactivity disorder (ADHD), anxiety, depression, and so on. However, the information on related modifiable factors of these variables is still lacking. This cross-sectional study examined the association of sleep patterns and sleep quality with ADHD and depression in university students. A total of 290 participants aged 18–27 (Mean = 22.0, SD = 2.1) completed a structured questionnaire consisting of the Pittsburgh Sleep Quality Index (PSQI), the Adult ADHD, and the Center for Epidemiologic Studies Depression scales (CES-D). Of the participants, more than half (52.7%) slept 6 to 8 h per night, and 37% slept less than 6 h. Only 10% reported they went to bed before midnight; 40% went to sleep after 2 am. The mean PSQI score was 5.9 (SD = 2.9) for total participants and significantly correlated with ADHD scores and with depression scores. After adjusting for covariates, PSQI significantly aligned with increased risk for ADHD (β = 0.29, p = 0.036) and depression (β = 0.67; p < 0.001). Late bedtime was a significant factor for depression only. Sleep quality rather than sleep pattern significantly related to ADHD scores, whereas both sleep quality and bedtime aligned with depression scores. Additional studies are needed to develop strategic interventions for university students with ADHD and depression as well as underlying mechanisms.

To develop a scale to assess nursing practice readiness and verify its validity and reliability.Practice readiness refers to the attitude and characteristics of new employees that enable them to successfully adapt to the workplace. For new graduate nurses to receive on-the-job training appropriate to their individual competency level, a scale to assess nursing practice readiness is needed.A methodological study was conducted in two phases: (1) development of the scale through a literature review and interviews related to nursing practice readiness; (2) confirming construct validity, criterion-related validity and reliability of the developed scale.Data were collected from 430 new graduate nurses in South Korea. The validity and reliability of the scale were verified using maximum likelihood exploratory factor analysis with promax factor rotation, confirmatory factor analysis using maximum likelihood estimation, Pearson correlation, analysis of variance and Cronbach's alpha.The Nursing Practice Readiness Scale consisted of 35 items for five factors: clinical judgment and nursing performance, professional attitudes, patient-centeredness, self-regulation and collaborative interpersonal relationship. Confirmatory factor analysis results revealed an adequate model fit. Construct validity and criterion-related validity were verified and all factors achieved a Cronbach's α greater than 0.80.The developed scale can evaluate educational outcomes and determine the need for additional support, which can improve the workplace adaptation of new graduate nurses, patient safety and quality of care.

This study was conducted to investigate the correlations between social-emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was .762. Critical thinking disposition (Rs = .89), problem-solving (Rs = .86), cooperation (Rs = .80) made the most important contributions to SEC. Clinical performance (Rs=.95) and subjective AA (Rs=.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.

Background Academic resilience is an important characteristic that helps nursing students, who must engage in intensive learning and clinical practice, to overcome academic stress and adapt to their school and the clinical field. Objectives To determine the characteristics of nursing students with high academic resilience. Design This study used a cross-sectional design. Setting Three universities in South Korea. Subjects We recruited a convenience sample of 254 nursing students. Methods Academic resilience, general characteristics, clinical practice stress, clinical practice satisfaction, and social-affective capability were assessed via self-reported questionnaires. The collected data were analyzed using descriptive statistics, chi-squared test, and analysis of variance with Tukey's post hoc test. Results The mean academic resilience score was 3.79. A greater proportion of respondents with high levels of academic resilience had good interpersonal relationships (χ2 = 35.175, p Conclusion Based on our results, students with high academic resilience are more likely to continue their studies and benefit from programs that strengthen their social-affective capability. We therefore propose that nursing school curriculum focus on enhancing social-affective capability.

The purpose of this study was to investigate the effects of academic resilience and interpersonal competence on the happiness of nursing students. A descriptive design was used to study 158 nursing students in nursing school through convenience sampling. IBM SPSS ver. 23.0 (IBM Corp., Armonk, NY, USA) was used to analyze data for descriptive statistics, t-test, analysis of variance, Tukey post hoc test, Pearson’s correlations, and multiple regressions. The results showed that the level of nursing students happiness was lower than that of college students in other majors, but academic resilience and interpersonal competence among nursing students were relatively high. Nursing students’ happiness was positively correlated with academic resilience and interpersonal competence. The factors affecting happiness were academic resilience (β=0.459, p

The purpose of this study was to investigate factors associated with the critical thinking ability of nursing students at the individual and school levels. The study adopted a descriptive design and recruited 465 nursing students from four nursing schools from November 2014 to September 2015 through convenience sampling. The Clinical Critical Thinking Skill Test was used to measure critical thinking ability, and the data were analyzed with the SAS ver. 9.4 program (SAS Institute Inc., Cary, NC, USA) for descriptive statistics, t-test, analysis of variance, and multi-level model. The results showed that clinical practicum experience (β=-0.72, p=0.025), taking critical thinking courses (β=0.63, p=0.010), and taking simulation courses (β =0.56, p=0.035) improved critical thinking ability in the individual level model. In the school level model, the interaction effect between the years of clinical practice done by the student and the presence of full-time clinical instructors was significant (β=1.29, p=0.011). These results suggest that critical thinking ability improves with the more years of clinical practice individual nursing students have, and this improvement is greater with the presence of full-time clinical instructors in the school. Therefore, it is recommended that nursing students undergo critical thinking and simulation courses to develop their critical thinking ability, and dedicated clinical instructors in nursing schools should play a vital role.

A novel series of Zn(II) complexes [LnZnCl2] (Ln = LA − LF) based on N,N′,N-bis((1H-pyrazol-1-yl)methyl)amine bidentate ligands, N,N-bis((1H-pyrazol-1-yl)methyl)-3,5-dimethylaniline [LA], N,N-bis((1H-pyrazol-1-yl)methyl)-2,6-dimethylaniline [LB], N,N-bis((1H-pyrazol-1-yl)methyl)-2,6-diethylaniline [LC], N,N-bis((1H-pyrazol-1-yl)methyl)-2,6-diisopropylaniline [LD], N,N-bis((1H-pyrazol-1-yl)methyl)-4-bromoaniline [LE] and N,N-bis((1H-pyrazol-1-yl)methyl)benzhydrylamine [LF], has been synthesized and characterized. X-ray structures of these Zn(II) complexes showed a distorted tetrahedral geometry. No interaction exists between the Namine and the Zn(II) center in the [LnZnCl2] (Ln = LA − LF) complexes, resulting in formation of an eight-membered chelate ring. [LFZnCl2] exhibited the highest catalytic activity (3.95 × 104 g PMMA/mol·Zn·h) for the polymerization of methyl methacrylate (MMA) in the presence of modified methylaluminoxane (MMAO) at 60 °C and yielded high molecular weight (Mw) (11.0 × 105 g/mol) of poly(methylmethacrylate) (PMMA). All the complexes resulted in syndiotactic enriched PMMA with high Tg (125–131 °C). The steric bulk of ligand architecture plays an influential role in controlling the catalytic activity and stereoregularity of the resultant PMMA. Further, alkyl derivatives [LnZnMe2] (Ln = LA − LF) of synthesized Zn(II) complexes, generated in situ, showed moderate to high activities toward ring opening polymerization (ROP) of rac-lactide (rac-LA) and yielded heterotactic polylactide (PLA) with Pr up to 0.95 at −50 °C. The activity and stereoselectivity toward ROP of rac-LA by these dimethyl Zn(II) complexes should be considered as a combined effect of steric hindrance and electronic density around the metal center.

The novel complexes [LnCoCl2] (Ln = LA − LH), containing the N,N-chelating ligands N,N-bis((1H-pyrazol-1-yl)methyl)aniline (LA), N,N-bis((3,5-dimethyl-1H-pyrazol-1-yl)-3,5-dimethylaniline (LB), N,N-bis((1H-pyrazol-1-yl)methyl)-3,5-dimethylaniline (LC), N,N-bis((3,5-dimethyl-1H-pyrazol-1-yl)methyl)-3,5-dimethylaniline (LD), N,N-bis((1H-pyrazol-1-yl)methyl)-4-methoxyaniline (LE), N,N-bis((3,5-dimethyl-1H-pyrazol-1-yl)methyl)-4-methoxyaniline (LF), N,N-bis((1H-pyrazol-1-yl)methyl)-4-fluoroaniline (LG) and N,N-bis((3,5-dimethyl-1H-pyrazol-1-yl)methyl)-4-fluoroaniline (LH), have been synthesized and structurally characterized. The molecular structures of these Co(II) complexes showed a distorted tetrahedral geometry. No interaction exists between the Namine atom and the Co(II) centre in the [LnCoCl2] complexes, thus resulting in the formation of an eight membered chelate ring. [LDCoCl2] exhibited the highest catalytic activity (4.02 × 104 g PMMA/molCo h) for the polymerization of methyl methacrylate (MMA) in the presence of modified methylaluminoxane (MMAO) at 60 °C and yielded poly(methylmethacrylate) (PMMA) with high molecular weight (Mw) (10.5 × 105 g/mol). Syndiotactic enriched PMMA was obtained with Tg in range 123–130 °C. The MMA polymerization activity of the complexes in the current study should not be solely considered as a function of the total steric hindrance from the ligands around the metal center. The dimethyl derivatives [LnCoMe2] (Ln = LA − LH), generated in situ, effectively polymerized rac-lactide (rac-LA) and yielded polylactide (PLA) with good number-average molecular weights and narrower polydispersity indices (PDIs). The electronic density around the metal center in these dimethyl cobalt initiators seemed to enhance the activity, while the stereoselectivity is negatively affected. Thus, the presence or absence of a methyl group in the pyrazole ring moiety influences not only the activity of the Co(II) complexes in the MMA polymerization, but also the stereoselectivity of the Co(II) initiators in the ROP of rac-LA.

The quantitative expansion of nursing schools has necessitated the qualitative improvement of nursing education, which requires the development of nursing education for clinical practice. To identify strategies for strengthening the educational capacity of clinical fields and nursing schools, this study first examined the current status of nursing education for clinical practice, and then proposed several prospective directions for education. Nursing clinical practice-related studies from several Korean and international electronic databases were reviewed. Insufficient training hospitals and lack of qualified clinical training instructors were the main problems found within nursing educational resources for clinical practice, while the simple practice contents based on observation and inadequate evaluations were the main problems found in nursing educational management for clinical practice. This study suggests better standards and educational accountability for training hospitals and programs to nurture human resources for clinical practice, as well as a variety of training methods to integrate practical training courses and the expansion of formation evaluation. Based on these results, it is necessary to establish governance for nursing education for clinical practice and clarify the role and standards of each practitioner, strengthen the educational role of the hospital, and improve the system. In addition, introducing various types of education methods and strengthening evaluation standards are needed in order to enhance nursing education for clinical practice.

This study examined the perception and readiness of nursing educators regarding interprofessional education (IPE), and discussed the validity and application of IPE in nursing. From December 2016 to January 2017, 239 nursing professors and nurses completed a structured questionnaire consisting of general characteristics, the Interdisciplinary Education Perception Scale, the Readiness for Interprofessional Learning Survey (RIPLS), and an IPE action plan. The collected data were analyzed by descriptive statistics and t-test using the IBM SPSS ver. 23.0 program (IBM Corp., Armonk, NY, USA). The analysis revealed that 91.6% of the participants had not experienced IPE, and only 11.7% knew about IPE. However, approximately 80.0% answered that IPE is necessary. The results of this study showed that the score of the perceived need for cooperation was higher in nurses than it was in professors, while the score on competency and autonomy was higher in professors than it was in nurses. With reference to the scores on the RIPLS, those of professors were high on the sub-scales of teamwork and collaboration, professional identity, and roles and responsibility. The results revealed that participants considered the upper-grade undergraduate years as the ideal time for imparting IPE, and it was deemed suitable to include communication, simulation, and clinical practice in IPE. Doctors, pharmacists, and physiotherapists were thought to require cooperation for IPE the most. Despite the presence of several barriers to IPE, the participants thought that IPE can achieve learning outcomes such as interprofessional communication and cooperation, conflict resolution, and teamwork. It is necessary to cooperate with professionals in the complex clinical environment as professional areas are specialized and subdivided. Therefore, it is necessary to examine the application of IPE in undergraduate education and in on-the-job training.