Purpose: This study aimed to examine the experiences of nursing students developing and implementing generative artificial intelligence (GenAI)-based oncology emergency nursing simulation scenarios. Method: This qualitative content analysis included 23 senior nursing students in the Republic of Korea. Participants worked in teams to develop oncology emergency nursing simulation scenarios using ChatGPT, participated in simulation practice, and completed reflective journals after the program. Data were analyzed using qualitative content analysis. Results: Four themes and twelve categories were identified: “AI-Based Scaffolding for Structuring Clinical Situations,” “Verification of AI-Generated Information and Knowledge Reconstruction,” “Enhancement of Clinical Reasoning and Collaborative Problem-Solving Competencies,” and “Professional Identity Formation and Preparation for Future Practice.” Participants described GenAI as a cognitive scaffolding tool that helped structure complex clinical situations, identify knowledge gaps, critically evaluate AI-generated information, and integrate fragmented knowledge. The program also enhanced clinical reasoning, SBAR-based communication, and collaborative problem-solving. Conclusion: GenAI-based oncology emergency nursing scenario development and simulation may be an effective educational strategy for promoting self-directed learning, critical thinking, clinical reasoning, and practice readiness among nursing students. GenAI can serve as an educational scaffolding tool that supports active knowledge construction and reflective thinking rather than replacing clinical reasoning.

Purpose: This study aimed to examine the effects of a standardized patient-based home nursing simulation on nursing students' learning self-efficacy, problem-solving process, and practicum satisfaction among nursing students. Method: A quasi-experimental one-group pretest–posttest design was used. Participants were 63 senior nursing students who had completed community health nursing courses. The simulation scenario involved a frail older adult with hypertension and requiring students to assess health status, identify problems, provide nursing interventions and education, and connect the patiennt with community resources. The program was conducted in pairs and included pre-briefing, simulation performance, and debriefing sessions. Data were collected using structured questionnaires and analyzed using paired t-tests. Results: Learning self-efficacy significantly increased from 52.57±11.85 to 65.02±5.04 (t=12.20, p<.001). Problem-solving process scores improved from 114.54±12.34 to 134.63±11.85 (t=10.27, p<.001), and practicum satisfaction increased from 68.20±7.62 to 80.86±5.83 (t=10.45, p<.001). Conclusion: The findings suggest that standardized patient-based home nursing simulation is an effective educational strategy for enhance nursing students’ competencies for communitybased practice.

Purpose: This study examined the effects of a morphine overdose patient care simulation education program on nursing students’ error reporting intention, disclosure self-efficacy, patient safety attitude, and ethical decision-making confidence. Method: A quasi-experimental one-group pretest–posttest–follow-up design was used with 44 senior nursing students enrolled in a nursing management simulation course. Participants completed a simulation program incorporating error reporting, disclosure, and ethical decision-making. Data were collected at pretest, posttest, and a 4-week follow-up and analyzed using linear mixed models. Results: All outcome variables significantly improved over time. Compared with pretest scores, error reporting intention significantly increased at posttest and follow-up (β=.415, p=.001; β=.401, p<.001). Disclosure self-efficacy also increased at posttest and follow-up (β=.523, p=.002; β=.541, p=.001), as did patient safety attitude (β=.260, p<.001; β=.292, p=.003) and ethical decision making confidence (β=.381, p=.002; β=.505, p<.001). No significant differences were found between posttest and follow-up. Conclusion: The program was associated with improvements in nursing students’ error reporting intention, disclosure self-efficacy, patient safety attitude, and ethical decision-making confidence. These findings suggest that the program may help strengthen nursing students’ competencies in responding to patient safety incidents.

Purpose: Thjs study aimed to examine the levels of learning immersion, learning satisfaction, and learning persistence intention among nursing students who experienced virtual reality childbirth education. In addition, the study aimed to identify the relationships among these variables and to determine the influence of learning immersion and learning satisfaction on learning persistence intention. Differences in learning immersion, learning satisfaction, and learning persistence intention according to the general characteristics of the nursing students were also examined. Methods: This descriptive correlational study was conducted with 174 nursing students who experienced virtual reality–based childbirth education. Data were collected to assess learning immersion, learning satisfaction, and learning persistence intention. Results: The mean score for learning immersion was 16.58±3.21 out of 20 points. The mean score for learning satisfaction was 12.07±2.71 out of 15 points, and the mean score for learning persistence intention was 15.71±3.73 out of 20 points. Learning immersion, learning satisfaction, and learning persistence intention showed statistically significant positive correlations with one another(p<.001). Multiple regression analysis revealed that learning satisfaction had a significant influence on nursing students’ learning persistence intention (β=0.97, t=13.49, p<.001). The regression model was statistically significant (F=447.39, p<.001), and the explanatory power was 84%. Conclusion: This findings suggest that nursing students' learning satisfaction with virtual reality–based childbirth education has a significant positive influence on their learning persistence intention.

Purpose: This study aimed to examine how recent evidence has shaped the 2025 revision of the Healthcare Simulation Standards of Best Practice® and identify the implications of these changes in nursing simulation education in Korea. Methods: A narrative review was conducted based on two sources of evidence: (1) summaries published by the International Nursing Association for Clinical Simulation and Learning (INACSL) Standards Committee and (2) relevant literature on simulation-based nursing education identified through database searches. Results: The revised standards reflect a shift from discrete instructional steps to theory-informed, continuous educational processes. They encompass pre-briefing, facilitation, and debriefing, while reinforcing professional integrity as an operational principle that spans all phases of simulation-based education. Although these components have been widely adopted in Korea, their implementation remains variable and is insufficiently standardized across institutions. Conclusion: Applying the 2025 revised INACSL standards may enhance the consistency, quality, and ethical foundation of nursing simulation education in Korea by providing clearer evidence-based guidance for standardizing pre-briefing, facilitation, debriefing, and professional integrity practices.

Purpose: This study examined changes in media discourse on visiting nursing provided by public health centers before and after the implementation of the Community Integrated Care Policy using topic modeling and keyword network analysis. Methods: In this computational content analysis, news articles related to visiting nursing provided by public health centers, visiting health care services, home-based health management, community integrated care, and integrated medical and long-term care support were collected from BIGKinds. The dataset was divided into the periods before and after policy implementation. After text preprocessing, term frequency-inverse document frequency analysis, latent Dirichlet allocation topic modeling, and keyword network analysis were performed. Results: Before policy implementation, major topics included care for vulnerable populations, visiting health care programs, long-term care and home-based services, community linkage for discharged patients, and community care policy initiatives. Media discourse focused on public health centers, nurses, chronic disease management, case management, blood pressure measurement, health counseling, and prevention. After policy implementation, major topics shifted to integrated medical and long-term care support, home-based services, community linkage for discharged patients, and community care policy initiatives. Media discourse primarily focused on public health centers, nurses, chronic disease management, case management, blood pressure measurement, health counseling, and prevention. Keyword network analysis indicated that nurses were portrayed as both direct providers of visiting health care services and coordinators linking integrated management, community resources, home-based care, and care services. Conclusion: Media discourse shifted from visiting health care and chronic disease prevention toward integrated care, home-based medical care, and community-based care coordination. Policy support is needed to clarify nurses' roles and strengthen education, workforce capacity, and institutional systems.

본 연구는 노인요양시설 입소자의 자아존중감과 생활만족도 간 관 계가 어떠한 영향을 미치는지 알아보고 이 과정에서 사회적지지의 매개효과를 검증하는 데 그 목적이 있다. 분석을 위해 경북 문경지 역에 거주하는 노인요양시설 입소자 200명을 대상으로 한 설문조사 한 자료를 활용하였다. 주요 변수에 응답한 65세 이상 노인요양시설 입소자 174명을 대상으로 다중회귀분석(3단계 분석)를 실시하였다. 연구결과는 다음과 같다. 첫째, 조사대상자의 인구사회학적 특성 중 용돈이 노인요양시설 입소자의 생활만족도에 영향을 미쳤다. 둘째, 노인요양시설 입소자의 자아존중감이 높을수록 생활만족도가 높아졌 다. 셋째, 노인요양시설 입소자의 자아존중감과 생활만족도의 관계에 서 사회적지지의 부분 매개 효과를 확인하였다. 이와같은 연구결과 를 바탕으로 노인요양시설 입소자의 생활만족도를 높이기위해 노인 요양시설 입소자와 가족과 함께하는 치유 프로그램 마련이 필요할 뿐만아니라 노인요양시설 입소자의 자아존중감 증가가 생활만족도로 이어지도록 사회적지지를 높여줄 수 있도록 노인요양시설 직원들의 적극적인 개입이 필요하다는 것을 제언하였으며, 한계점과 후속 연 구의 필요성을 제안하였다.

본 연구는 졸업학년 간호대학생의 직업가치관과 진로결정 자기효능감이 취업준비행동에 미치는 영향을 확인하기 위한 서술적 조사연구이다. 연구대상자는 G시에 소재한 2개 대학교 간호학과 4학년 학생 이며, 자료수집은 2025년 11월 3일부터 11월 21일까지 이루어졌다. 수집된 자료는 평균과 표준편차, t-test, ANOVA, Pearson의 상관분석, 통제 회귀분석을 이용하여 분석하였다. 연구 결과, 직업가치관은 취 업준비행동에 유의한 영향을 미치지 않았으나(β = .095, p = .240), 진로결정 자기효능감은 취업준비행동 에 유의한 정적 영향을 미치는 것으로 나타났다(β = .401, p < .001). 진로결정 자기효능감은 취업준비행동의 주요 예측변수로 확인되었으며, 본 연구모형은 취업준비행동 변량의 28.9%를 설명하였다. 이러한 결 과는 졸업학년 간호대학생의 취업준비행동을 증진하기 위해 진로결정 자기효능감을 강화하는 교육 및 진 로지도 전략의 체계적 적용이 필요함을 시사한다.

본 연구는 간호대학생의 공감능력과 임상수행능력의 관계에서 셀프리더십과 의사소통능력의 직 렬다중매개효과를 검증하고자 실시되었다. 연구대상자는 일개 대학의 간호대학생 3, 4학년 157명이며 설 문조사는 2024년 12월 9일부터 12월 20일까지 진행되었다. 자료는 IBM SPSS 28과 Process Macro Model 6을 이용하여 분석하였다. 분석 결과, 첫째, 셀프리더십, 의사소통능력은 임상수행능력에 직접적으 로 정적인 영향을 미치는 것으로 나타났다. 둘째, 공감능력과 임상수행능력 간의 관계에서 셀프리더십의 단순매개효과와 의사소통능력의 단순매개효과는 유의한 것으로 나타났다. 셋째, 공감능력과 임상수행능력 간의 관계에서 셀프리더십과 의사소통능력의 직렬다중매개효과는 유의한 것으로 나타났다. 따라서 간호대 학생의 임상수행능력을 증진하기 위해서 공감능력을 포함하여 셀프리더십과 의사소통능력을 함께 함양할 수 있도록 교과 및 다양한 비교과 프로그램을 개발하고 적용하는 것이 필요하다.

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: 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 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 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.

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.

As South Korea enters a super-aged society, the number of nursing hospitals has increased rapidly, yet there are no legal staffing standards for caregivers. This absence creates a severe vulnerability regarding evacuation safety during fires. This study quantitatively analyzes evacuation times using a simulation, applying a '3:1 patient-to-caregiver ratio' based on Japanese standards. Four scenarios combining Day/Night shifts and Existing/Proposed (3:1) staffing were compared using a real hospital model. The results indicate that applying the 3:1 standard reduced the total evacuation time by 41% (1210s → 710s) during the day and 22% (1290s → 1000s) at night compared to existing staffing levels. This empirically demonstrates that the patient-to-caregiver ratio is a key variable in evacuation performance and suggests an urgent need for legal minimum staffing standards to ensure patient safety.

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 study investigated the mediating effect of simulation confidence on the relationship between simulation immersion and clinical reasoning among nursing students. Methods: A total of 166 participants who had completed adult nursing courses and participated in simulation training were included. Results: Participants reported high satisfaction with their majors, practicums, and college life. The average immersion score was 3.71 out of 5, indicating a moderately high level of engagement. No significant differences in clinical reasoning were found based on demographic factors; however, satisfaction with one’s major, practicum, and college life showed significant associations with clinical reasoning. Simulation immersion, confidence, and clinical reasoning were all positively correlated. PROCESS Macro Model 4 revealed that both the direct and indirect effects of simulation immersion on clinical reasoning through confidence were statistically significant, even after controlling for satisfaction-related covariates. Conclusion: These findings suggest that simulation immersion is a key factor in enhancing clinical reasoning and is partly mediated by increased confidence. Therefore, simulation-based education should therefore incorporate strategies that promote learner immersion and self-efficacy in order to optimize cognitive learning outcomes.