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Professional nursing values are important concepts in developing the identity of nursing professional among nursing students. Self-directed learning as an ability can drive motivation to enhance professional nursing values and merits examination. This study aimed to examine the associations between self-directed learning and professional nursing values in nursing students. A cross-sectional descriptive design was employed with a sample of 800 nursing students. The measurement tools were the Self-Rating Scale of Self-Directed Learning and Korean version of the Nurses Professional Values Scale-Revised. Path analysis was used to evaluate relationships among self-directed learning, professional nursing values, and general participant characteristics. Self-directed learning had significantly positive effects on professional nursing values. Male nursing students were more likely to have higher levels of self-directed learning. Our findings suggest that self-directed learning can be an effective pedagogical method to instill and reinforce professional nursing values in nursing students. In addition, nursing educators should consider sex differences in the learning styles of nursing students. •Self-directed learning had positive effects on professional nursing values.•Satisfaction with the nursing major had positive effects on professional nursing values.•Male nursing students tended to have higher levels of self-directed learning.

Background Single mothers in South Korea face postpartum challenges that may hinder maternal role development and identity formation. This study aimed to develop SMILE-MOM (Single Moms in the Metaverse for Interaction, Learning, and Encouragement), a metaverse-based support program to assist their transition to motherhood. Methods This methodological study employed the first three stages of the Analysis, Design, Development, Implementation, and Evaluation model to develop the program. The analysis phase was informed by an integrative literature review and individual interviews. In the design phase, a theoretical framework guided the creation of program content and the metaverse platform. In the development phase, experts assessed content validity and usability using the Content Validity Index (CVI) and System Usability Scale (SUS), respectively. The final program was refined based on expert feedback. Results SMILE-MOM was designed as a 4-week program comprising weekly small-group sessions covering key topics, including maternal preparation and postpartum recovery, infant illness and safety, parenting strategies, and emotional well-being. Each session included hands-on practice activities, such as scenario-based online games, to enhance engagement and facilitate practical learning. The finalized program also included supplementary support services, such as information provision, consultation, and promotion of postpartum exercise, which were embedded within the platform design. The program met content validity (CVI > 0.8) and system usability (SUS = 85.6) standards and was revised based on expert feedback. Conclusions This theory-based program supports single mothers in their transition to motherhood through immersive and interactive learning. Although it may enhance maternal role confidence and identity, further evaluation is needed.

This study aimed to understand the experiences of and attitudes toward pregnant women regarding COVID-19 vaccination during pregnancy. A qualitative descriptive study was conducted between April and June 2022 with 25 pregnant women in South Korea through seven focus group interviews via Zoom™. Data were analyzed using a content analysis approach. Participants ranged in age from 27 to 41 years, with an average of 33.40 (±3.84) years. Gestational ages ranging from 15 to 35 weeks, with 13 women (52.0 %) in their second trimester, and 12 women (48.0 %) in their third trimester. All participants were college graduates. Forty percent completed three doses, while 40 % received two, 12 % one, and 8 % none. Three key themes emerged: (a) COVID-19 vaccine acceptance, (b) COVID-19 vaccine hesitancy, and (c) needs for quality maternal care. Participants who accepted vaccination trusted the vaccines and viewed healthcare providers' recommendations and government policies, such as the “vaccine pass,” positively. Hesitant participants cited safety concerns, past medical history, and incomplete vaccination as reasons for reluctance. Additionally, there was a need for enhanced information on the vaccine and supportive, individualized maternal care. The findings highlight the importance of tailored educational interventions and supportive care that leverages trust in healthcare providers to promote COVID-19 vaccination among pregnant women. There is a need to address information gaps and hesitancy among pregnant women related to their concerns regarding safety or past medical history. Future research should focus on strategies to ensure comprehensive care and information dissemination in this population in order to increase vaccination rates during pandemics. •There is limited understanding regarding how pregnant women undergo COVID-19 vaccination, especially in terms of completing multidose regimen.•The study findings highlight that trust in healthcare providers is crucial to enhance COVID-19 vaccination among pregnant women.•Also, there is a need to address the lack of information and hesitancy among pregnant women concerning safety or prior medical history.

Aim Nurses are pivotal in caring for patients infected with COVID‐19. Little is known about experiences of nurses in maternity care during the pandemic. Therefore, this study aimed to describe nurses’ experiences of caring for perinatal women and newborns during the pandemic. Design A descriptive qualitative study was conducted. Methods Data were collected from August–November 2020 using focus group and in‐depth interviews. A total of 24 nurses working in maternity and newborn care units participated in the study. Content analysis method was used for data analysis. Results The participants’ clinical experience ranged from 6 months–26 years. Three major themes emerged as follows: “making every effort to prevent COVID‐19 infection,” “caring for perinatal women and newborns with COVID‐19 infection or suspected infection” and “job stress and professional growth during the pandemic.” Participants reported that they needed more support in terms of staffing and mental health.

Purpose: This study aimed to examine the effectiveness of strength-based interventions integrated into the nursing education. Materials and Methods: The participants were 259 baccalaureate nursing students in South Korea. Over 15 weeks, strength-based intervention was integrated into the regular nursing curriculum. Stress, resilience, and well-being of the participants were measured before and after the intervention. The data were analyzed using a linear mixed model via the SPSS statistics 21.0. program. Results: There was a negative weak association between stress and well-being and between stress and resilience (r = - 0.164, p = 0.009 and r = -0.138, p = 0.029, respectively) and a positive moderate association between well-being and resilience (r = 0.561, p <0.001). After adjusting the covariates, the interaction of group*time for stress and resilience were significant after the intervention, reflecting a higher status of stress and improved resilience. (p= 0.046 and 0.030 respectively). Conclusion: Integrating strength-based interventions into the nursing curriculum was effective in improving the mental health of Korean nursing students. Future research is needed to identify various ways of applying positive psychology to the nursing education. Keywords: strength-based intervention, nursing curriculum, nursing student, positive psychology

The purpose of this study was to identify significant factors associated with Korean mothers’ behaviors in controlling their preschool children’s weight and to examine gender differences among the significant associated factors. This study involved a convenience sample of 223 pairs of mothers and their preschool children (114 boys and 109 girls) in South Korea. Maternal desire for their children to lose weight, concern about children being overweight or obese, and interaction between gender and concern about children being overweight or obese were significant factors associated with maternal behaviors to control children’s weight. Regarding the interaction between gender and concern about children being overweight or obese, mothers who were concerned about their daughter being overweight or obese were more likely to control their child’s weight than those who were concerned about their son being overweight or obese. Additionally, mothers with concerns about their daughter being overweight or obese were more likely to conduct weight control behaviors for their child than mothers of girls without such concern. However, among mothers of boys, there was no difference in maternal behaviors to control their child’s weight between those with concern and without concern. Therefore, health care providers should understand gender specific maternal concerns regarding their child’s weight and provide tailored weight control interventions for mother and child pairs considering the child’s gender.

Aim This study examined the effects of a 12‐week school‐based “We Fit” weight control programme. Design A nonequivalent control group was used, with a non‐synchronized pretest–posttest design. Methods In total, 109 Korean high school adolescents participated. The programme comprised exergaming, diet diary and counselling, health education, and social networking service‐based group discussions. Anthropometric factors, physiological factors and physical activity (daily steps and sitting time) were measured in the intervention and the control groups before and after the intervention. Programme satisfaction was assessed post‐intervention. Data were analysed using descriptive statistics; the chi‐square, Mann–Whitney U and t tests; and generalized estimating equations. Results The intervention group showed a significantly decreased waist circumference, increased skeletal muscle mass, increased high‐density lipoprotein cholesterol, decreased low‐density lipoprotein cholesterol and reduced weekend sitting time. Conclusion This study adds to the evidence for the applicability and effectiveness of healthy weight control programmes using exergames for adolescents in school settings.

PurposeWe examined the effects of a community outreach program for maternal health in Tigray, Ethiopia, on women’s knowledge about pregnancy, childbirth, postpartum care, and family planning, and assessed their participation in antenatal care, postpartum checkups, institutional childbirth, and contraceptive use.MethodsWe recruited Ethiopian women of reproductive age (15 to 49 years) in Tigray, Ethiopia. Two villages in Tigray, Kihen and Mesanu, which have similar population sizes and living environments, were chosen as the intervention and comparison groups, respectively. A two-group pretest-posttest design with cluster sampling was employed. We conducted self-report questionnaire surveys using face-to-face interviews. The 2.5-year community outreach program was developed based on Rogers’ diffusion of innovation theory. It consisted of mass media use and health education for lay women in the community, along with training of health care providers, including nurses, midwives, and health extension workers, in maternal health care.ResultsThe intervention group showed significant increases in knowledge and behaviors regarding maternal health and family planning compared to the comparison group (p < .001). In particular, there was a dramatic increase from 10.8% to 93.5% in the institutional birth rate in the intervention group.ConclusionThe community outreach program and health care professional training effectively improved knowledge and behaviors regarding maternal health in Ethiopian women. Mass media and interpersonal communication channels for health education may be useful health interventions in developing countries.

In this study, we evaluated the effectiveness of a simulation-based training program in improving domestic violence forensic nursing competencies among emergency nurses, who frequently encounter victims of domestic violence. Nurses face challenges in providing adequate care for domestic violence victims, primarily because of a lack of education and training in this field. A stratified randomized controlled trial was conducted to evaluate the effectiveness of domestic violence forensic nursing simulation training incorporating standardized patients and injury moulages. Thirty-six emergency department nurses with more than six months of experience in South Korea participated in this study. We assigned them into an experimental group (n = 18) that received both theory and simulation training with a control group (n = 18) that received only theory lectures. Both groups were evaluated before, immediately after and six weeks after the training. Knowledge and competency were assessed using questionnaires and performance was evaluated through direct observation. The intervention was conducted at the simulation center of a nursing college in Seoul. Statistically significant differences were observed between the control and experimental groups regarding forensic nursing performance (p = .009), competency (p = .030) and knowledge (p = .047). Additionally, a statistically significant difference was noted in all three variables over time (p < .001). Simulation-based forensic nursing education improved knowledge, competency and performance, with sustained benefits for performance. Therefore, integrating simulation into nurse training may enhance domestic violence victim care by providing practical skills and promoting timely, effective interventions.

The purpose of this study was to investigate the effects of video-based peer review on communication skills and learning motivation among nursing students. A non-equivalent control with pretest-posttest design was used. The participants were 47 sophomore nursing students taking a fundamentals of nursing course at a nursing college in Korea. Communication with a standardized patient was videotaped for evaluation. The intervention group used peer reviews to evaluate the videotaped performance; a small group of four students watched the videotape of each student and then provided feedback. The control group assessed themselves alone after watching their own videos. Communication skills and learning motivation were measured. The intervention group showed significantly higher communication skills and learning motivation after the intervention than did the control group. The findings suggest that peer review is an effective learning method for nursing students to improve their communication skills and increase their motivation to learn.