Purpose: This study explored life experiences and meaning attributed to them by older men living alone during the pandemic of coronavirus disease 2019 (COVID-19). Methods: Data were collected from June to July 2022 through face-to-face in-depth interviews with 14 older men living alone and analyzed using the thematic analysis method suggested by Braun and Clarke. Results: The analysis revealed four themes and eight subthemes. 1) Unfamiliar daily life faced in old age due to COVID-19; 2) living a difficult life in a stopped society; 3) a life of constant effort amid change; and 4) daily life adjusting to the new normal amid regret. The participants volunteered to be secluded to adapt to their changed daily life in an isolated society, which led to depression. As time passed, they tried to adapt to their new daily lives by communicating untactfully to shorten their physical distance. Conclusion: This study suggests that it is necessary to understand socially vulnerable classes in national disaster situations and the need for various policies to respond to social isolation. In the future, developing an intervention that allows older men living alone to actively adapt to a changing society and verify its effectiveness is necessary.

Purpose: This study aimed to explore advanced response policies and psychological and emotional support measures for early infected people in the event of an infectious disease by analyzing the experiences of self-employed women who experienced confirmation in the early stages of the coronavirus disease 2019(COVID-19) pandemic. Methods: Data were collected through in-depth interviews with six experiences of self-employed women confirmed with COVID-19 in the early stages of the pandemic selected through the intentional sampling process, and then analyzed and interpreted through Interpretative Phenomenological Analysis (IPA). Results: Through analyzing the meaningful statement of the study participants, several themes were identified, including “The pressure of dying from an incurable illness”, “The fear of quarantine and the fear of death”, “The difficulty of being a self-employed woman”, “The pain of social stigma”, “The driving force of one’s overcoming”, and “Expansion of perspective due to new experiences”. Conclusion: The study found that participants experienced anxiety and fear during the transfer process and admission to the facility after confirmation, due to the lack of guidance and face-to-face interactions. The non-face-to-face treatment increased their anxiety, as they could not receive accurate information about their health conditions and care. This highlights the impact of inaccurate information regarding COVID-19 and media reports focusing on severely ill patients and deaths. In addition, the study participants experienced social stigma caused by COVID-19, resulting in changes in their interpersonal relationships and life attitudes. Implications are suggested based on the results of this study.

Purpose: As the coronavirus disease 2019 (COVID-19) emerged as a global crisis in 2020, nursing students experienced an abrupt transition from offline to online classes. An in-depth understanding of the online learning experiences of nursing students can be used to reorganize nursing education during the pandemic. Therefore, this study explored the online learning experiences of nursing students during the COVID-19 pandemic. Methods: A descriptive qualitative design was employed. This study used purposive sampling to recruit 20 nursing students from a nursing college. Data were collected between November 2021 and March 2022 using semi-structured focus groups or one-to-one in-depth interviews. The collected data were analyzed using inductive content analysis. Results: Five main categories emerged from the analysis: (a) ambivalence toward rapidly changing learning methods, (b) becoming familiar with online learning, (c) facing the limitations of online learning environment, (d) discovering the charm of online learning, and (e) making suggestions for future online learning. Conclusion: Nursing students experienced disappointments and concerns about online learning classes in rapidly changing situations but also experienced an efficient aspect. Psychological support and the latest information should be provided to nursing students who may experience psychological distress during this pandemic. Additionally, learning strategies and methods should be reorganized to reflect the characteristics of nursing courses and the preferences of nursing students.

Purpose: This study aims to explore the students’ experiences of taking class in nursing philosophy at the graduate school of nursing. Methods: Data were collected through individual in-depth interviews with 18 participants who took nursing philosophy class. Core question was 'What is your experience of taking nursing philosophy class?' Verbatim transcripts were analyzed using content analysis. Results: Qualitative data analysis revealed nine theme clusters in four categories; 'The distance from philosophy that is too far to be friendly’, ‘Finding the academic roots of nursing',’The way to find answers through creative insights' and ‘Presenting a vision of nursing through reflection and maturity'. Conclusion: Nursing graduate students initially encountered challenging thoughts and a sense of detachment from reality when they embarked on their nursing philosophy class. However, nursing philosophy classes are essential for uncovering the academic foundations of nursing science, fostering creative insights, and navigating the actual clinical fields. This is particularly crucial because nurses frequently encounter numerous ethical dilemmas and critical decision-making situations. Nursing philosophy classes should be mandated as a required course for nursing graduate students, as they are responsible for shaping the future of nursing scholars.

Purpose: This study aimed to understand the in-depth experiences of infection control liaison staff (ICLS) in hospitals. Methods: This qualitative study applied Colaizzi’s phenomenological research method and targeted 12 healthcare workers in various occupations with experience as ICLS in the departments of a general tertiary hospital in Seoul and a general hospital in Gyeonggi-do. Data were collected through individual in-depth interviews from February 21, 2022, to April 30, 2022, and data analysis was conducted in a circular structure based on Colaizzi’s phenomenological research method. Results: A total of 32 themes and 14 theme clusters were derived from 132 meaningful statements, resulting in six categories. The six categories are “A prepared mind to infection control”, “The initial burden weighing on one’s shoulders”, “Facing difficulties due to inadequate work support”, “Overcoming with cooperation and rewarding”, “The transformed patient and work environment in my journey of personal growth”, and “Finding support measures for ICLS”. Conclusion: The results of this study are, expected to help understand the meaning and value of ICLS in medical institution departments. Based on this, it will be possible to contribute to preparing primary interventions for education and capacity development, support measures, and system improvement for infection control personnel in medical institution departments.

Purpose: This study explored illness experiences and the demands for a health-related program tailored to individuals with chronic disease at one of the Korean Seon Centers. It also utilized this information as foundational data for developing a program tailored to their needs. Methods: The study utilized focus group interviews to collect data from members of one of the Korean Seon centers who have chronic disease, regarding their illness experiences and their expectations for disease management programs. The collected data was then analyzed using the qualitative content analysis method. Results: The analysis yielded five overarching themes and 14 subthemes. These themes included opposing responses to disease diagnosis, reflections on the causes of disease, efforts toward disease recovery, obstacles to disease recovery, and the need for a customized disease management program. Conclusion: The findings highlighted the challenges the participants faced in their disease recovery process. They expressed a strong desire for a comprehensive management program that incorporates in-depth information, experience sharing, and education. Such a program would empower individuals to take control of their physical and mental well-being.

Purpose: This study analyzed domestic studies on blended learning among nursing students to identify research trends and future directions. Methods: This scoping review was conducted following the process suggested by Arksey and O’Malley: 1) identifying the research questions; 2) searching for relevant studies; 3) study selection; 4) charting the data; 5) collating, summarizing, and reporting the results; and 6) optional consultation. Relevant studies were searched using the keywords “blended learning” and “nursing” in the domestic databases RISS, KISS, and DBpia. The selection and exclusion criteria were applied to 203 articles, and 34 were finally selected. Results: The final 34 studies included 30 quantitative and four qualitative studies. Most of the studies were experimental studies. In undergraduate nursing education, blended learning was utilized more in the classroom than in the lab or clinical setting. Furthermore, it was mainly applied by combining online and offline approaches. It improved learning satisfaction, critical thinking, clinical performance, and self-directed learning ability. Conclusion: Research on blended learning in nursing education has increased over time. Blended learning positively affects learning satisfaction and learning ability in nursing students; thus, it is expected that this could be effectively utilized in both the classroom and lab or in clinical teaching for nursing students. Therefore, future studies using various research methods should be expanded, and systematic reviews and meta-analyses are recommended.