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: The purpose of this study was to explore and analyze the education experiences of nursing graduate students in training simulation educators. Methods: Data were collected using a focus group method with a total of 13 nursing graduate students who ever participated in simulation education for nursing college students. Results: Four theme clusters and 15 sub-themes were emerged through qualitative content analysis. The core theme was “Flapping wings as a novice simulation educator”. The four theme clusters include ‘Confronting myself where expectations and worries coexist’, ‘Experience a new world untrained in the hospital’, ‘Limitation of simulation hard to reach the reality’, ‘Way to become an expert in simulation education’. Conclusion: Nursing graduate students found that the experiences of novice learners as a simulation educator was rewarding and helpful in increasing their self-confidence prior to being placed in an educational setting. Creating a simulation experience for college students could be a daunting task for educators in nursing. Therefore, continued and sustainable efforts are mandated by developing the curriculum for training simulation educators.

본 연구는 소비자의 선호 촉감을 고려한 세면용 타월 개발에 도움을 주고자 수행되었다. 타월의 바탕조직은 동일하지만(면섬유), 파일을 구성하는 섬유의 종류가 서로 다른 3종(면 100%, 면 50% / 대나무 50%, 대나무 100%)을 시료로 선정하였다. 타월을 표준 세탁조건으로 반복세탁을 실시하였으며, 10회 세탁한 타월에 대하여 섬유유연제를 처리하여, 세탁에 따른 유연성과 흡수성(흡수속도와 흡수율) 등의 성능 변화를 고찰하고 대학생 남녀 소비자를 대상으로 주관적 감각과 촉감 선호도를 평가시켰다. 세탁횟수와 파일섬유의 종류에 따라 타월의 유연성은 유의한 차이를 보이지 않았다. 타월의 흡수성은 세탁에 따른 파일섬유의 종류에 따라 유의한 차이를 보여, 흡수속도는 대나무섬유 100%로 된 타월에서 높았으나, 흡수율은 면섬유로 된 타월이 높았다. 세탁 전 타월의 파일섬유 종류에 따른 주관적 감각 평가는 유의한 차이가 없었다. 세탁이 반복될수록 파일섬유의 종류에 따른 주관적 감각은 유의한 차이를 보였으며, 섬유유연제 처리시 더 부드럽고 매끄러우며 촉촉해진다고 평가하였다. 세탁 전 타월에 대한 촉감 선호도는 선호하는 편이었으나, 파일섬유 종류에 따른 유의한 차이는 없었다. 세탁횟수가 증가함에 따라 타월에 대한 촉감 선호도는 다소 저하되었으며, 대나무섬유로 된 타월의 촉감을 가장 선호하였다. 타월의 촉감 선호도에는 평활감, 유연감 등의 주관적 감각과 섬유유연제 처리가 영향을 주었다