The climate crisis poses a growing threat to public health and healthcare system sustainability, while the healthcare sector itself contributes substantially to greenhouse gas emissions. This commentary compares healthcare carbon reduction policies in major countries—the United Kingdom, the United States, and South Korea—and examines the role of the nursing profession within these frameworks. The United Kingdom has implemented a legally mandated decarbonization strategy through the National Health Service, achieving measurable emission reductions via integrated governance and accountability. The United States has adopted a decentralized, largely voluntary approach led by federal initiatives and institutional pledges. In contrast, South Korea lacks a healthcare-specific national decarbonization strategy and relies mainly on general climate and energy policies that indirectly include healthcare institutions. Across countries, nurses are increasingly recognized as key actors in reducing healthcare-related emissions through clinical practice and policy advocacy; however, this role remains insufficiently institutionalized in Korea. This commentary argues that South Korea should establish a dedicated national governance framework for healthcare decarbonization and reposition the nursing profession as a core implementation partner and policy advocate. Integrating climate change, sustainability, and resilience into nursing education and ensuring adequate workforce support are essential to advancing a low-carbon, climate-resilient healthcare system.

Purpose: Nurses frequently encounter morally complex clinical situations that generate moral distress, which, if unresolved, may accumulate as moral residue and progress to moral injury. This review synthesizes current evidence on moral resilience and ethical practice environments and proposes an integrated framework for sustainable ethical practice in hospitals. Methods: A narrative review of literature was conducted to examine moral distress, moral injury, moral resilience, ethical climate, psychological safety, and speaking-up climate. Conceptual integration was undertaken to present a multilevel strategy framework and a stepwise model linking individual, relational, and organizational factors. Results: Moral resilience, defined as the capacity to maintain or restore moral integrity under moral adversity, comprises four domains: response to moral adversity, personal integrity, relational integrity, and moral efficacy. Higher moral resilience is associated with lower burnout, turnover intention, and quiet quitting and may mediate the relationship between ethical climate and work engagement. However, individual resilience alone is insufficient in hierarchically structured and psychologically unsafe environments. In such contexts, sustainable ethical practice requires institutionalized ethical climate, psychological safety, protected speaking-up systems, and structured ethics support. Conclusion: Sustainable ethical practice is achieved when moral resilience is strengthened at the individual level and embedded within team culture and organizational policy.

Purpose: To identify effective teaching strategies for cultivating ethical sensitivity and judgment in undergraduate nursing, given the daily ethical dilemmas of clinical practice and the continued reliance on lecture-based ethics education in Korea. Methods: A systematic review of international studies (2015–2025) was conducted using PubMed, CINAHL, Embase, and the Cochrane Library. Eligible studies addressed undergraduate nursing ethics education, reported learning outcomes, and detailed instructional strategies. Data were extracted on strategy type and outcome measures, and synthesized narratively with attention to comparators. Results: Twenty-five studies frequently employed simulation (e.g., standardized patients, ethics committees with structured debriefing), problem-based learning, e-learning, and blended formats. Across studies, these active approaches improved ethical awareness, empathy, moral sensitivity, decision-making, and judgment, with greater gains where scenarios were authentic, feedback was structured, and interaction was high. Lecture-only formats rarely produced comparable effects. Few studies reflected Korean programs, where pedagogical variety remains limited. Conclusion: Active, practice-oriented strategies show advantages over lectures for developing ethical competence in nursing students. Korean curricula should diversify pedagogy, invest in faculty development for simulation/debriefing and case facilitation, and adopt structured evaluation tools aligned with clinical ethics. Future work should standardize measures and test feasibility in local contexts.

본 연구는 간호사의 호모포비아와 성소수자 건강 관련 지식이 성소수 자 환자에 대한 긍정적 실천에 미치는 영향을 확인하기 위해 수행되었 다. 연구대상은 전국 4개 지역의 6개 의료기관에 근무하는 간호사 361명 으로, 2021년 2월부터 4월까지 구조화된 설문지를 통해 자료를 수집하 였다. 수집된 자료는 IBM SPSS Statistics 25.0 프로그램을 이용하여 기술통계, t-검정, 일원분산분석, 피어슨 상관분석, 다중회귀분석으로 분 석하였다. 연구결과, 첫째, 간호사의 호모포비아는 120점 만점에 80.47± 16.40점, 성소수자 건강관련 지식은 14점 만점에 6.92±1.72점 성소수자 에 대한 긍정적 실천은 150점 만점에 104.32±16.33점이었다. 둘째, 긍 정적 실천척도는 호모포비아와 유의한 음의 상관관계를 보였다(r=-.36, p<.001). 셋째, 긍정적 실천에 유의한 영향을 미치는 요인은 호모포비아 (β=-.32, p<.001)와 성소수자 관련 교육 필요성(β=.20, p<.001)으로 나타 났다. 이상의 결과는 간호사의 호모포비아를 낮추고 성소수자 건강 관련 교육을 강화할 경우, 성소수자 환자에 대한 긍정적 실천을 향상시킬 수 있음을 시사한다. 따라서 성소수자에 대한 간호사의 문화적 감수성과 포 용적 돌봄 태도를 높이기 위한 체계적인 교육 프로그램 개발이 필요하 다.

본 연구의 목적은 우리나라가 초고령사회에 진입한 현 시점에서 노인 간호 연구의 흐름을 분석하고, 거시적 관점에서 향후 연구 방향을 탐색 하는 데 있다. 분석 자료는 2011년부터 2025년 10월까지 국내 간호학 분야 학술지에 게재된 논문 중, 논문명과 주제어에 ‘노인’, ‘Aged’, ‘Elderly’가 포함된 1,409편을 대상으로 하였으며, 연구 주제 간 직접적 인 관련성을 기준으로 최종 165편을 분석에 포함하였다. 분석 절차는 주 제어 정제, 동의어 통합, 불용어 제거 후 빈도 분석을 실시하고, 2011 년~2015년, 2016년~2020년, 2021년~2025년으로 시기를 구분하여 시기 별 변화 분석과 의미적 유사성을 반영한 주제 클러스터 도출 순으로 진 행되었다. 분석 결과, 국내 노인간호 연구는 노인요양시설 및 장기요양체 계, 노인 건강·증상 및 자가간호, 정신·인지·정서 건강, 공감·의사소통을 포함한 인간중심 돌봄, 환자안전문화 및 근무환경의 다섯 축을 중심으로 전개되어 왔다. 최근에는 섬망·우울 등 정신·인지 영역과 공감 및 인간중 심 돌봄, 근무환경과 안전문화 등 관계적·구조적 요인에 대한 연구 관심 이 증가하는 경향을 보였다. 본 연구는 국내 노인간호 연구의 지식체계 를 구조적으로 정리하고, 지역사회 기반 간호 강화, 정신·인지·정서 영역 중재 개발, 인간중심 돌봄 역량 강화를 위한 교육, 환자안전문화 및 근무 환경 개선을 향후 노인간호 연구의 주요 방향으로 제시한다.

본 연구는 요양병원 간호사가 지각하는 팀 리더의 코칭 리더십과 재난 준비 도가 안전행동에 미치는 영향을 규명하고자 수행되었다. C시에 위치한 요양병 원에서 1년 이상의 임상경력을 가진 간호사 124명을 대상으로 구조화된 설문조 사를 실시하였으며, 자료는 SPSS/WIN 25.0 프로그램을 이용하여 분석하였다. 연구 결과, 코칭 리더십, 재난 준비도, 안전행동은 모두 중간 수준 이상으로 나타 났다. 코칭 리더십은 재난 준비도 및 안전행동과 정적 상관관계를 보였으며, 재 난 준비도 또한 안전행동과 유의한 관련성을 나타냈다. 다중회귀분석 결과, 코 칭 리더십이 안전행동의 가장 강력한 영향 요인이었고, 재난 준비도 역시 유의 한 예측 요인으로 확인되었다. 이러한 결과는 팀 리더의 코칭 리더십 강화와 체 계적인 재난 준비 교육이 간호사의 안전행동을 향상시키는 데 효과적임을 시사 한다.

본 연구는 간호학과 만학도 간호대학생의 임상실습 경험을 심층적으로 이해하기 위한 질적연구 이다. K 광역시와 J도 소재 3개 대학교 간호학과 4학년 만학도 간호대학생 9명을 대상으로 2025년 5월부 터 6월까지 심층 면담을 실시하였으며, Braun과 Clarke(2006)의 주제분석법을 적용하여 자료를 분석하였 다. 연구 결과, ‘임상실습에 대한 심리적 부담’, ‘만학도로서의 실질적 어려움’, ‘임상실습 현장에서의 고군 분투’, ‘만학도로서 갖는 강점’, ‘정서적 지지와 도움을 받음’, ‘실습 경험을 통해 성장해 나감’의 6개 범주가 도출되었다. 만학도 간호대학생들은 연령 차이로 인한 심리적 위축과 체력적·기술적 한계를 경험하였으나, 풍부한 생애 경험을 강점으로 활용하며 다층적 지지를 통해 전문 간호사로 성장하였다. 본 연구는 만학도 간호대학생의 임상실습 경험을 ‘결핍’이 아닌 ‘차이’의 관점에서 접근하여 어려움과 강점을 균형 있게 조명 하였다. 연구 결과는 만학도 간호대학생을 위한 단계별 맞춤형 지원 프로그램, 연령 포용적 환경 조성, 다 층적 지지 체계 구축 등의 실천 방안 마련에 기여할 수 있을 것이다.

본 연구는 심리사회적 근로환경이 간호사의 일-삶의 균형 및 심리적 웰빙에 미치는 영향을 MZ세대와 기성세대로 구분하여 파악하는 것을 목적으로 하고 있다. 연구대상은 제7차 근로환경조사에 포 함된 446명(MZ세대 259명, 기성세대 169명)의 활동 간호사였다. 자료분석에서는 특성에 따른 일-삶의 균 형과 심리적 웰빙의 차이, 심리사회적 근로환경이 일-삶의 균형과 심리적 웰빙에 미치는 영향을 파악하기 위해서 일반선형모형분석이 사용되었다. 두 집단 간 차이 분석 결과, 기성세대 간호사가 MZ세대보다 상사 의 사회적 지지 정도와 업무에 반영 정도를 더 높게 인식하고 있었다. 영향요인 분석에서는 MZ세대에서 일-삶의 균형이 “빠른 속도로 일함” 및 “공정한 대우”와 부적 관계가 있는 것으로 나타났다. 또한 MZ세대 에서 심리적 웰빙은 “빠른 속도로 일함”과는 부적 관계, “충분한 업무시간”과는 정적 관계가 있는 것으로 나타났다. 기성세대에서는 심리적 웰빙이 “충분한 업무시간” 및 “적절한 보상”과 정적 관계가 있었다. 결론 적으로, MZ세대 간호사의 일-삶의 균형 증진을 위해 간호업무 신속성에 대한 이해 증진과 공정한 대우 강화가 필요하다. 또한, MZ세대 간호사의 심리적 웰빙의 증진을 위해 충분한 인력배치가 필요하다.

Purpose: This study examined the effects of a virtual reality (VR)-based self-directed practice program for indwelling catheterization on the practice immersion, performance confidence, and practice satisfaction of nursing students. Methods: A quasi-experimental study employing a non-equivalent control group pretest–posttest design was conducted with 59 nursing students. The experimental group (n = 26) performed VR-based, self-directed practice, while the control group (n = 33) conducted conventional mannequin-based practice. Data were analyzed using generalized estimating equations, independent t-test and the Mann–Whitney U test. Results: A significant group-by-time interaction effect was observed for performance confidence (Waldχ² = 6.88, p = .009), indicating a greater improvement in the experimental group. Practice immersion was significantly higher in the experimental group than in the control group (t = 2.31, p = .025). However, no significant difference was observed in practice satisfaction between the groups (Z = -0.07, p = .944). Conclusion: The VR-based self-directed practice program effectively enhanced performance confidence and practice immersion of nursing students. VR simulation is recommended as a valuable educational strategy to complement conventional mannequin-based practice in self-directed learning environments.

Purpose: This study aimed to identify the educational needs that should be considered in developing a simulation-based program to enhance patient safety competency among nursing students. Methods: The participants included 38 nursing students and 38 practicing nursing professionals. Data were collected from March 5 to 19, 2025, using a structured self-report questionnaire. The data were analyzed using SPSS 19.0, employing descriptive statistics, paired t-tests, Importance–Performance Analysis (IPA), and Borich’s needs assessment. Results: A significant difference was observed between the current and required levels of educational needs across all items related to developing a simulation-based program to enhance patient safety competencies among nursing students and professionals. According to the results of the IPA and Borich needs assessment, “Clinical reasoning” and “Medication safety” emerged as the highest priority for nursing students and professionals, respectively. Conclusion: These findings are expected to provide foundational evidence for developing a simulation-based program aimed at enhancing patient safety competencies in nursing students.

Purpose: This study aimed to evaluate the effects of a simulation-based Room of Errors patient safety education program on patient safety-related nursing activities and critical reflection competency of new nurses. Method: A randomized controlled pretest–posttest design was used. A total of 63 new nurses participated, with 32 assigned to the experimental group and 31 to the control group. The experimental group received a team-based simulation intervention, with participants collaboratively identifying and addressing patient safety hazards within Room of Errors scenarios. Results: In the experimental group, patient safety-related nursing activity scores increased significantly after the intervention (t = 2.70, p = .011), while the control group showed no significant change (t = 0.23, p = .816). Additionally, critical reflection competency scores improved significantly in the experimental group (t = 3.66, p < .001), with no significant change observed in the control group (t = -0.53, p = .603). The between-group difference in change scores for critical reflection competency was statistically significant (t = 2.77, p = .007). Conclusion: The simulation-based Room of Errors education program effectively enhanced patient safety-related nursing activities and critical reflection competency among new nurses, suggesting its value as a training method for developing essential competencies in clinical practice.

Purpose: This study aims to develop and evaluate A4, a generative AI agent (Adaptive Aptitude Assessment by AI for Nursing Students), designed to support undergraduate nursing students in matching their personal traits with suitable clinical roles. Method: An exploratory research design was used with 71 nursing students and 65 clinical nurses. Developed using ChatGPT-4, the A4 agent classified nursing roles, identified required personal traits, and generated adaptive test items. Perceived person–job fit was measured via survey, and the data were analyzed using descriptive statistics and independent t-tests. Results: Among students, 80.3% agreed that the A4 results represented their characteristics, compared with 69.2% of nurses. Nursing students had higher perceived aptitude–fit scores (2.99 ± 0.62) than nurses (2.74 ± 0.69), indicating a significant difference (t = 2.19, p = .030). Conclusion: The findings indicate that the generative AI-based adaptive assessment, which incorporated clinical scenarios, was perceived by nursing students and clinical nurses as a tool that represents personal traits. This suggests its potential to support personalized career guidance in nursing education and serve as a supplementary tool for clinical practicum orientation.

Purpose: This study aims to examine the characteristics and educational outcomes of immersive virtual reality (VR)-based nursing simulation using the integrative review method developed by Whittemore and Knafl. Methods: Data were collected between December 30, 2023, and January 15, 2024. Studies published in English or Korean were included without restrictions of publication year. Searches were conducted in PubMed, Web of Science, EMBASE, CINAHL, RISS, KISS, DBpia, and KoreaMed using combinations of the keywords “‘nursing”, “student*”, “simulation”, “SIM”, “education”, “VR”, and “Virtual reality” to identify relevant articles. Results: Of the 237 studies identified, 11 were included in the analysis, with most conducted in Korea (n=7). In most studies, scenario-based VR was used; the Oculus platform (n=4), the HTC Vive (n=2), and a mobile HMD (n=1). Six studies incorporated handheld controllers, and three haptic sensors. VR groups showed greater improvements in knowledge, engagement, self-confidence, and skill performance than the control groups. Usability ratings were high for accessibility and realism; however, challenges were observed in device operation, especially without technical support. Reported adverse effects included visual fatigue, headache, dizziness, motion sickness, and discomfort when wearing glasses. Conclusions: Immersive VR simulation offers realistic, customizable learning environments, enhancing nursing education, supporting advanced instructional methods, and improving clinical safety and patient-centered competencies. Ongoing efforts in technological standardization, program development, and curricular integration are recommended.

This study aimed to develop a simulation-based scenario for pediatric nursing based on Kawasaki disease and to evaluate its impact on nursing students' knowledge, critical thinking disposition, self-efficacy, stress levels, and clinical performance. Methods: The scenario template was developed using the ADDIE model based on the National League for Nursing/Jeffries Simulation Framework. A quasi-experimental, single-group pretest-posttest was used. The study was conducted between March 3 and April 18, 2025, with 64 fourth-year nursing students. Self-report questionnaires were used to assess knowledge, critical thinking disposition, and selfefficacy. Stress was measured using physiological indicators, and clinical performance after the simulation was independently evaluated by both the instructor and researcher. Results: The scenario template required approximately six hours, and the simulation scenario operated for 20 minutes. Evaluation of the simulation`s effectiveness showed significant improvements in knowledge of Kawasaki disease (t=-6.96, p<.001), critical thinking disposition (t=-4.08, p<.001). The average clinical performance score was 64.81±6.61 out of a total of 86 points. Conclusion: The simulation-based learning method using the developed Kawasaki pediatric nursing scenario template was shown to be effective in enhancing clinical performance among nursing students. It may serve as a valuable educational tool for pediatric nursing education and future simulation-based training programs.

Purpose: This mixed-methods study developed an infant nursing simulation practice program for nursing students and analyzed its effects on nursing knowledge, critical thinking disposition, clinical competence, and learning satisfaction through quantitative research. The study also qualitatively explored student’s experiences through focus group interviews. Methods: A mixed-methods design was employed incorporating a nonequivalent one-group pretest-posttest design(N=62) and focus group interviews(n=11). Participants were nursing students who applied for simulation training at a university between March and June, 2024. Quantitative data were analyzed using descriptive statistics and paired t-test, while qualitative data were analyzed through thematic analysis. Results: Quantitative findings revealed that participation in the infant care simulation program, result in significant inprovements in nursing knowledge (t=-3.60, p<.001) and clinical competence(t=-2.95, p=.004). However no significant improvement critical thinking disposition was observed. Qualitative analysis revealed three themes: ‘performing nursing care for infants’, ‘experiencing real situations and repeated practice’, and ‘reflection on nursing performance and disappointment with the set contents’. Conclusion: The infant nursing simulation training effectively enhanced nursing knowledge and clinical competence, providing a positive learning experience for nursing students. Further development and evaluation of simulation training across various subjects are recommended to confirm its broader educational effectiveness.

Purpose: This study examined the effectiveness of an integrated nursing simulation practicum in enhancing readiness for practice and self-confidence in clinical decision-making among nursing students. Methods: A quasi-experimental design with a nonequivalent control group and preand post-test measurements was employed. The participants were 51 fourth-year nursing students enrolled in a simulation practicum. The integrated simulation program comprised six scenarios covering adults, women’s health, and pediatric nursing, totaling 30 instructional hours. Data were analyzed using SPSS version 26.0, with paired and independent t-tests, Fisher’s exact test, and the Mann-Whitney U test. Results: The experimental group showed significant improvements in readiness for practice (t=-3.55, p=.002) and self-confidence in clinical decision-making (t=-7.40, p<.001) compared to pre-intervention scores. A statistically significant difference in readiness for practice was observed between the experimental and control groups (p=.048). However, the difference in self-confidence in clinical decision-making between the groups was not statistically significant. Conclusion: Nursing education should equip nursing students to effectively transition into clinical practice as new graduate nurses. The integrated simulation practicum can be considered an effective strategy for enhancing nursing students’ readiness for practice.

Purpose: This study examines the evolution of the wording and values of the Nightingale Pledge across different eras and contexts, clarifies its current relevance for nursing ethics and education, and analyzes changes in core principles-nonmaleficence, beneficence, respect for autonomy, dignity, justice, and social responsibility-in the United States, United Kingdom, and Korea. Methods: We conducted a scoping review-based narrative integrative review of primary Pledge texts (original versions, official revisions, and authorized translations) and secondary scholarship in English and Korean. We retrieved sources from PubMed, CINAHL, Embase, Scopus, Web of Science, RISS, KISS, DBpia, and official repositories of professional associations and archives. The review covered the period from 1893 to March 31, 2025, with active retrieval from January 1, 2024, to March 31, 2025. Predefined criteria guided both title/abstract and full-text screening. We used standardized extraction to record text structure, key clauses, adoption and revision contexts, educational and ceremonial uses, and principle-level mappings. We interpreted value diffusion qualitatively using a logistic-curve framework (formative → professionalization → transformation). Results: The review identified 108 records, reduced to 96 after deduplication, with 55 full-text assessments and 37 included studies. These comprised core primary sources including the 1893 original and a major 1935 revision, as well as comparative and ethical analyses. Language trends indicated a shift from obedience and character norms to explicit professional responsibility, confidentiality, patient rights, equity, accountability, and public trust. Although cross-national expressions varied, they converged on shared principles such as dignity, nonmaleficence, justice, and professionalism. In the current “transformation” phase, Pledge language interacts with codes, curricula, and institutional policy, and now extends to digital and AI ethics, including privacy, explainability, fairness, and responsibility. Conclusion: The Pledge serves not as a rigid rule but as a dynamic means of translating broad ethical principles into a practical, public commitment consistent with professional practice and education. A historically informed approach supports maintaining stable core principles while periodically updating language and teaching methods to reflect local contexts and new areas, such as AI-mediated care. This approach guides context-sensitive renewal of ethics education and organizational policy linked to the Pledge.

Purpose: This study aimed to explore, in depth, the changes in nurses’ perceptions and organizational culture following repeated experiences with healthcare accreditation. Methods: A qualitative content analysis design was employed to explore nurses’ perceptions of healthcare accreditation. In-depth semi-structured interviews were conducted with 14 nurses from a spine and joint specialty hospital in Seoul who had experienced both the third and fourth accreditation cycles. Data were collected from July 9 to July 30, 2025. To enhance analytical depth, the Balanced Scorecard (BSC) framework was adopted as an interpretive lens, encompassing four perspectives: financial, customer, internal process, and learning and growth. Results: Twenty themes were identified and organized into four thematic clusters aligned with the BSC framework (1) ‘The Hospital’s Reputation built on Nurses Burnout’, (2) ‘The Gap between Accreditation Standards and Clinical Realities’, (3) ‘The Need for Process Improvement and Link between Accreditation and Practice’, (4) ‘Fostering a Collaborative Culture and Strengthening Leadership Competence’ Conclusion: From the BSC perspective, healthcare accreditation positively influenced clinical standardization (internal process), hospital reputation (customer), and professional development (learning and growth), but imposed significant resource imbalances (financial) on frontline nurses. To enhance future accreditation effectiveness, policies should establish fair compensation and support systems, apply flexible evaluation criteria reflecting hospital size and resources, and integrate patient and staff satisfaction indicators into the evaluation framework.

Purpose: Following to the government's announcement of the "Essential healthcare policy package" and its plan to increase medical school admissions by 2,000 beginning in 2025 to address workforce shortages, a healthcare policy conflict occurred, causing significant disruptions in medical services. This study aimed to identify the nurses’ care experiences in the changed healthcare environment, particularly one year after the healthcare policy conflict. Methods: This study used a qualitative approach with content analysis. Data were collected through focus group interviews with 19 nurses from tertiary general hospitals who could provide detailed accounts of their patient care experiences in the changed healthcare environment following the healthcare policy conflict. The main question was, "What changes have occurred in the nursing field since the healthcare policy conflict?" The specific objective was to examine the challenges nurses faced in providing patient care during the healthcare policy conflict and to identify their effects on nursing practice. Results: Five main themes and 17 subthemes were identified. The themes were: (1) changing in the nursing practice environment due to healthcare policy conflict, (2) challenges in the healthcare setting caused by the absence of medical residents, (3) adaptation of the healthcare environment to change, (4) changes resulting from the expansion of tasks and deployment of medical support nursing workforce, and (5) the present and future of the healthcare setting one year after the healthcare policy conflict. Conclusion: This study found that the absence of residents during healthcare policy conflict increased inurses’ medical support tasks and challenges, including communication issues. Over time, the healthcare setting adapted, with faster prescription processes, higher patient satisfaction, and improved quality of care due to the involvement of the medical support nursing workforce. Nursing duties expanded beyond their traditional scope to address care gaps resulting from healthcare policy conflict. Additionally, medical support tasks such as prescriptions and procedures, previously performed in legal gray areas, were shown to be feasible within a formal legal framework. Defining the roles of newly assigned medical support nursing workforce and providing support is necessary. Based on these findings, future research should examine nursing workforce management, task allocation after residents’ return, and nurses’ experiences in both general and specialized units.

Purpose: This study aimed to provide a detailed understanding of nurses’ experiences with fall management in wards equipped with a video-based fall detection system. Methods: In-depth, semi-structured interviews were conducted with 10 nurses from an integrated nursing care ward at K Hospital in City C, where the system had been implemented. The interviews focused on nurses’ actual experiences and reflections regarding fall management. Data were systematically analyzed using Hsieh and Shannon’s conventional content analysis, which identified meaningful categories and themes. Results: The analysis identified six themes and 15 subthemes. The main themes were: Context of falls and limitations in management falls occurred through interactions between patient behaviors and environmental factors, while current assessment and management systems did not adequately address these complexities. Need for structured response processes after introducing video-based fall detection although video-based systems were implemented, fall recognition and responses remained experience-based and situation-dependent, highlighting the need for standardized, systematic procedures. Perceived limitations of video-based fall detection systems the system presented challenges such as delayed and false alarms, which reduced real-time responsiveness and affected clinical reliability. Practical benefits of video-based fall management and changes in nursing practice video verification improved the objectivity and accuracy of fall reporting, enhancing the consistency and systematization of nursing practice. Strategies for system use according to ward environment tailored use of the system based on ward characteristics and patient composition was suggested to optimize monitoring efficiency and fall prevention. Future directions for improved fall management strategies to enhance patient and caregiver awareness through video-based education and to improve ward environments were proposed as approaches for developing a preventive, smart-care model. Conclusion: The findings of this study indicate future directions and challenges for technology-based nursing practice in fall management, highlighting the need to develop new assessment frameworks, as well as educational and research strategies that reflect nurses’ experiences in diverse contexts, given the practical changes introduced by the video-based fall detection system and the limitations of current assessment tools.