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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.

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.

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

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.

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.

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.

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.

The purpose of this study was to examine nurse staffing in comprehensive nursing care units in Korea and examine the corresponding nurse outcomes, including intent to leave, job satisfaction, and occupational injuries. A total of 356 nurses working in comprehensive nursing care units at eight small-medium sized Korean hospitals participated in this cross-sectional study. In the day, evening, and night shifts, nurse staffing ranged from 9.00 to 24.82, 9.04 to 24.26, and 9.02 to 25.80, respectively. The nurse staffing on each shift did not have a significant impact on nurses' intent to leave, job satisfaction, and occupational injuries. However, workload had a strong relationship with intent to leave and job satisfaction. Voluntary overtime was related to occupational injuries. These findings demonstrate that workload is an important factor for intent to leave and job satisfaction among nurses working in comprehensive nursing care units. Improvements of the work environment, as well as rearrangement of nurse workload to account for patient acuity and nursing needs, are required for the future expansion of comprehensive nursing care services.

Purpose This study compares the expected nurse-to-patient ratio, penalties for violating these regulations, and the laws enacted in the medical and nursing fields in Korea and advanced countries like Germany, Australia, the United States, and Japan. Methods This study deployed an integrative review method and used search terms such as “nursing law,” “nurse ratio,” “nurse,” “nurse staffing,” “health,” and “staffing” to find articles published in English, Korean, German, or Japanese through Cumulative Index to Nursing and Allied Health Literature Plus with Full Text, the Westlaw (International Materials-Jurisdiction) site, US government and state sites (federal parliament, National Conference of State Legislatures), and Google Scholar. Results Compared with medical laws in other advanced countries, Korean laws are quite crude and its nurse-to-patient ratio does not reflect patients' status. Korea also lacks strict penalties for nurse staffing ratio violations. Conclusion Korea requires a strong regulatory apparatus for nurse staffing in health-care organizations to improve the quality of its health-care services and patient safety.

The purpose of this study is to identify factors associated with effective peer-assisted learning (PAL) for nursing students. This review examined studies on PAL in nursing education. The literature was searched using terms including ‘nursing & peer assisted learning,’ ‘nursing & peer learning,’ and ‘nursing & peer teaching.’ Potentially relevant research on PAL was identified, and 12 studies were determined to meet the inclusion criteria. This review includes five qualitative, three mixed-methods, and three experimental studies published on the topic. In the studies reviewed, practicum classes were found to use PAL the most. Students of the same age were most commonly the subjects of PAL, as indicated in six papers. PAL has been suggested to affect participants’ knowledge, self-efficacy, confidence, and anxiety. The findings indicate that interactions between peers promote learning and lead to mutually positive responses, which provide opportunities for self-development. Finally, students’ learning outcomes improve and their confidence in their knowledge and skills increases as they experience the role of student nurse. These findings indicate that PAL can be utilized as an efficient learning method in nursing education programs. However, effective strategies for using PAL to achieve learning objectives and maximize learning outcomes are needed.

Background Critical reflection is effective in improving students’ communication abilities and confidence. The aim of this study was to evaluate the effectiveness of a work-based critical reflection program to enhance novice nurses’ clinical critical-thinking abilities, communication competency, and job performance. Methods The present study used a quasi-experimental design. From October 2014 to August 2015, we collected data from 44 novice nurses working in an advanced general hospital in S city in Korea. Nurses in the experimental group participated in a critical reflection program for six months. Outcome variables were clinical critical-thinking skills, communication abilities, and job performance. A non-parametric Mann-Whitney U-test and a Wilcoxon rank sum test were selected to evaluate differences in mean ranks and to assess the null hypothesis that the medians were equal across the groups. Results The results showed that the clinical critical-thinking skills of those in the experimental group improved significantly (p = 0.003). The differences in mean ranks of communication ability between two groups was significantly statistically different (p = 0.028). Job performance improved significantly in both the experimental group and the control group, so there was no statistical difference (p = 0.294). Conclusions We therefore suggest that a critical reflection program be considered an essential tool for improving critical thinking and communication abilities among novice nurses who need to adapt to the clinical environment as quickly as possible. Further, we suggest conducting research into critical reflection programs among larger and more diverse samples.

Background Simulation-based nursing education is an increasingly popular pedagogical approach. It provides students with opportunities to practice their clinical and decision-making skills through various real-life situational experiences. However, simulation approaches fall along a continuum ranging from low-fidelity to high-fidelity simulation. The purpose of this study was to determine the effect size of simulation-based educational interventions in nursing and compare effect sizes according to the fidelity level of the simulators through a meta-analysis. Method This study explores the quantitative evidence published in the electronic databases EBSCO, Medline, ScienceDirect, ERIC, RISS, and the National Assembly Library of Korea database. Using a search strategy including the search terms “nursing,” “simulation,” “human patient,” and “simulator,” we identified 2279 potentially relevant articles. Forty studies met the inclusion criteria and were retained in the analysis. Results This meta-analysis showed that simulation-based nursing education was effective in various learning domains, with a pooled random-effects standardized mean difference of 0.70. Subgroup analysis revealed that effect sizes were larger for high-fidelity simulation (0.86), medium-fidelity simulation (1.03), and standardized patients (0.86) than they were for low-fidelity and hybrid simulations. In terms of cognitive outcomes, the effect size was the largest for high-fidelity simulation (0.50). Regarding affective outcome, high-fidelity simulation (0.80) and standardized patients (0.73) had the largest effect sizes. Conclusions These results suggest that simulation-based nursing educational interventions have strong educational effects, with particularly large effects in the psychomotor domain. Since the effect is not proportional to fidelity level, it is important to use a variety of educational interventions to meet all of the educational goals.

The purpose of this study was to examine the pattern of alternative therapy by the elderly. The data were collected from 15–25 May 2001 in Seoul, Korea. The instrument, developed by Shin (2000), was used to examine the patterns of alternative therapy. The collected data were analyzed by using the sas program. The findings revealed: 1 Over 66% (66.84%) of the elderly used alternative therapy. 2 In regard to the mind–body technique, exercise (19.85%) and praying or Bul-Gong (16.79%) were most favored. Sa-Gol (42.75%), ginseng (24.43%), and nok-yong (24.43%) were the most favorable of the dietary therapies. Of the manual healing methods, ordinary acupuncture (48.83%), physical therapy (24.43%), moxibustion (20.61%) and hand acupuncture (12.98%) were most favored. 3 The greatest satisfaction of the alternative therapies was ordinary acupuncture (14.50%). 4 The rate of using alternative therapy was significantly different in regard to gender (P = 0.0493). It was concluded that alternative therapies may be effective independent nursing interventions to use with the elderly.