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.

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.

본 연구는 국내 간호교육 현장에서 AI를 활용한 교육프로그램의 적용 양상과 성과를 파악하고, 향후 연구 및 교육현장 적용을 위한 방향을 제시하기 위해 수행되었다. Arskey와 O’Malley의 방법론적 기 틀[8]에 근거하여, 발표 시기에 제한을 두지 않고 한국어와 영어로 출판된 문헌을 대상으로 주제범위 문헌 고찰을 실시하였다. 최종 분석에는 총 6편의 연구가 포함되었으며, 이론, 실습, 시뮬레이션 등 다양한 교육 맥락에서 AI가 활용되었다. 학습 성과는 주로 인지적 영역에 집중되어 있었다. 본 연구는 국내 간호교육 맥 락에서 AI 기반 교육프로그램의 연구 범위와 동향을 체계적으로 제시함으로써 향후 연구방향 설정에 기여 한다는 점에서 의의가 있다. 아울러 표준화된 평가 프레임 개발과 프로그램의 지속가능성에 대한 체계적 검증 연구를 제언한다.

본 연구는 간호대학 신입생의 의사소통능력과 대인관계유능성이 문제해결능력에 미치는 영향을 확인하기 위한 조사연구이다. 본 연구의 대상자는 간호대학에 재학 중인 신입생 183명으로 2025년 3월 18 일부터 3월 21일까지 온라인 설문지를 통하여 조사하였다. 자료분석은 SPSS WIN 29.0 프로그램을 이용하 여 기술통계, Pearson correlation coefficients, Multiple regression analysis으로 분석하였다. 연구결과, 연 구 대상자의 문제해결능력은 의사소통능력(r=.505, p<.001), 대인관계유능성(r=.476, p<.001)과 유의한 양 의 상관관계가 나타났다. 또한 대상자의 문제해결능력에 영향을 미치는 요인은 의사소통능력(β=.34, p<.001)과 대인관계유능성(β=.27, p<.001)으로 나타났으며, 총 설명력은 29.6%였다(F=39.308, p<.001). 본 연구의 결과를 바탕으로 교육과정 내에서 의사소통능력과 대인관계유능성을 강화할 수 있는 참여형 교 육을 확대할 필요가 있다. 또한 비교과 프로그램을 통해 실제적인 대인관계 기술을 습득할 기회를 제공하 여 간호대학생의 문제해결능력을 향상시킬 수 있도록 해야 할 것이다.

본 연구는 간호대학생을 대상으로 감염관리 지식, 학업적 자기효능감, 감염관리 수행자신감의 수준을 파악하고, 감염관리 수행자신감에 영향을 미치는 요인을 확인하고자 하였다. 184명의 간호대학생 을 대상으로 2024년 11월 28일부터 12월 20일까지 설문조사를 실시하였고, 수집된 자료는 ANOVA, independent t-tests, Pearson 상관분석, 다중회귀분석을 통해 분석하였다. 본 연구 결과, 간호대학생의 감염관리 수행자신감은 감염관리 지식 및 학업적 자기효능감과 유의한 정적 상관 관계를 보였으며, 감염 관리 지식과 학업적 자기효능감 또한 정적 상관 관계를 나타냈다. 감염관리 수행자신감에 유의한 영향을 미치는 요인은 학업적 자기효능감, 감염관리 지식, 전공만족도 순으로 확인되었고, 이 모형의 설명력은 35%(F=34.22, p<.001)였다. 이를 토대로, 간호대학생의 감염관리 수행자신감 강화를 위해서는 감염관리 지식뿐만 아니라 학업적 자기효능감을 증진할 수 있는 교육적 중재가 개발되어야 하며, 동시에 전공만족 도 향상을 위한 지원 방안을 마련할 필요가 있다.

본 연구는 시뮬레이션 교육을 받은 간호대학생을 대상으로 셀프리더십과 감성지능 및 학습몰입 간의 관계를 확인하고, 셀프리더십과 감성지능이 학습몰입에 미치는 영향을 파악하기 위한 서술적 조사 연 구이다. 연구대상자는 시뮬레이션 실습 교육을 경험한 J도 소재 대학의 간호학과 학생 167명이며, 자료는 2025년 4월 7일부터 26일까지 온라인으로 설문을 진행하였다. 수집된 자료는 SPSS/WIN 24.0 프로그램을 사용하여, 기술통계, Cronbach‘s α, independent t-test, ANOVA, Pearson‘s correlation coefficients 및 Scheffé test, multiple regression으로 분석하였다. 연구결과 셀프리더십과 감성지능 및 학습몰입 간의 상관 관계는 모두 유의한 양의 상관관계가 있는 것으로 나타났으며 감성지능과 셀프리더십이 학습몰입에 영향 을 미치는 요인으로 나타나, 스스로 책임지고 행동하는 자기 관리능력 개발과, 다양한 갈등 상황과 정서적 문제를 건설적으로 해결하는 감성지능을 향상함으로써 시뮬레이션 교육의 학습효과 증진이 필요함을 알 수 있다.

본 연구의 목적은 간호대학생의 지각된 스트레스가 건강증진행위에 미치는 영향에서 자기통제 감과 자아존중감의 매개효과를 분석하는 것이다. 연구대상자는 G시 소재 2개 대학의 3학년 간호대학생 244명이며, 구조화된 설문지를 통하여 자료를 수집하였다. 수집된 자료는 기술통계, 상관관계 분석, 다중회 귀분석, Bootstrap 방법을 이용한 매개효과 분석을 실시하였다. 지각된 스트레스는 건강증진행위에 직접적 인 영향을 미치는 동시에, 개별 매개분석에서 자기통제감(95% CI: -.248, -.020)과 자아존중감(95% CI: -.386, -.218)을 통한 간접적인 매개효과도 유의한 것으로 나타났다. 그러나 복합 매개분석에서는 자아존 중감을 통한 매개효과(95% CI: -.399, -.212)만 유의하였으며, 자기통제감을 통한 매개효과(95% CI: -.094, .123)는 유의하지 않았다. 간호대학생의 지각된 스트레스가 건강증진행위에 직접적으로 영향을 미 치면서, 동시에 자아존중감이 더 강력한 매개변수로 작용하는 것을 확인하였다. 따라서 간호대학생의 건강 증진행위 향상을 위해서는 지각된 스트레스 관리와 더불어 특히 자아존중감을 강화하는 통합적 중재 프로 그램 개발이 필요하다.

본 연구는 임상간호사의 간호전문직관, 공감능력, 회복탄력성이 간호업무성과에 미치는 영향을 확인하기 위한 서술적 조사연구이다. 전라남도 Y시에 소재한 종합병원에 근무 중인 간호사 170명을 대상 으로 설문조사를 실시하였으며, 자료분석은 SPSS version 26.0.프로그램을 사용하여 t-test, one-way ANOVA, 사후검증은 Scheffé test, Pearson correlation coefficient, stepwise multiple regression을 활용하 였다. 회귀분석 결과, 회복탄력성(β=.49)과 간호전문직관(β=.27)은 간호업무성과에 유의한 영향을 미치 는 요인으로 나타났으며, 이 두 변수는 간호업무성과를 약 44.8%를 설명하였다. 임상간호사의 간호업무성 과를 향상시키기 위해 회복탄력성과 간호전문직관을 강화하는 교육프로그램 개발 및 조직적인 전략이 필 요함을 시사한다. 따라서 지역 병원 임상간호사의 간호업무성과 증진을 위한 기초자료로 활용될 수 있다.