The LACE index accounts for: Length of stay (L), Acuity of admission (A), Comorbidities (C), and recent Emergency department use (E). This study aimed to explore the LACE index to predict the high risk of 30-day readmission in patients with diverse disease conditions by an updated systematic review. A systematic review carried out by electronic databases from 2011–2021. The studies included a LACE index score for 30-day of readmission and patients with all types of diseases and were published in the English language. The meta-analysis was performed by using a random-effects model with a 95% confidence interval. Of 3300 records, a total of 16 studies met the inclusion criteria. The country of publication was primarily the USA (n = 7) and study designs were retrospective and perspective cohorts. The average mean age was 64 years. The C-statistics was 0.55 to 0.81. The pooled random effects of relative risk readmission were overall (RR, 0.20; 95% CI, 0.12–0.34) and it was favorable. The subgroup analysis of the opted disease-based relative risk of readmissions of all causes, cardiovascular and pulmonary diseases, and neurological diseases were consistent and statistically significant at p < 0.001 level. Current evidence of this review suggested that incorporating a high-risk LACE index showed favorable to risk prediction and could be applied to predict 30-day readmission with chronic conditions. Future study would be planned to predict the high risk of 30-day readmission in acute clinical care for utility, and applicability of promising LACE index in South Korean hospitals.

Background: In general, simulation-based learning (SBL) has been a part of nursing education in the past two decades, though nursing educators are facing difficulties in evaluating its effectiveness in theory and practice. The aim of this review was to synthesize the research findings regarding the effects of SBL among nursing students from published scientific articles. Methods: This integrative review focused on articles published in English between 2016 and 2020, identified by using electronic databases such as Cochrane Library, PubMed, Medline (Ovid), SCOPUS, RISS, and Korea Med. Results: Fifteen articles were selected by a step-by-step process. Data were synthesized and effects of SBL methods were derived under four themes: ‘Knows A Self Com_p’ such as knowledge and skills; Attitude; Self (learning, efficacy, determination, competency, confidence, utilization, satisfaction, assessment); and Com(n) (competency, communication, and confidence) and P (perceptions and performance). Conclusion: The review results showed that SBL is the best method for teaching clinical practice. Article-focused simulations with simulators were more effective than classroom teaching, depending on the context, topic, and method. The overall results showed that SBL is a positive, safe and effective method for nursing students in clinical and simulation room settings to improve the skills and practice of client care.

Background: Digital health technologies are widely used for disease management, with their computing platforms, software, and sensors being used for health care. These technologies are developed to manage chronic diseases and infectious bacterial diseases, including tuberculosis (TB). Objective: This study aims to comprehensively review the literature on the use of digital health interventions (DHIs) for enhancing TB treatment adherence and identify major strategies for their adoption. Methods: We conducted a literature search in the PubMed, Cochrane Library, Ovid Embase, and Scopus databases for relevant studies published between January 2012 and March 2022. Studies that focused on web-based or mobile phone–based interventions, medication adherence, digital health, randomized controlled trials, digital interventions, or mobile health and ubiquitous health technology for TB treatment and related health outcomes were included. Results: We identified 27 relevant studies and classified them according to the intervention method, a significant difference in treatment success, and health outcomes. The following interventions were emphasized: SMS text messaging interventions (8/27, 30%), medicine reminders (6/27, 22%), and web-based direct observation therapy (9/27, 33%). Digital health technology significantly promoted disease management among individuals and health care professionals. However, only a few studies addressed 2-way communication therapies, such as interactive SMS text messaging and feedback systems. Conclusions: This scoping review classified studies on DHIs for patients with TB and demonstrated their potential for the self-management of TB. DHIs are still being developed, and evidence on the impact of digital technologies on enhancing TB treatment adherence remains limited. However, it is necessary to encourage patients’ participation in TB treatment and self-management through bidirectional communication. We emphasize the importance of developing a communication system.

This study attempted to examine and compare the job-seeking anxiety and job preparation behavior of undergraduate students. A descriptive cross-sectional study was employed; the study participants were 360 students (3rd and 4th grade), selected from K’ university in G city. Data were collected by structured self-reported questionnaires from November 2020 to February 2021. Variables included general characteristics, job-seeking anxiety and job preparation behavior and were analyzed by descriptive statistics, Pearson’s correlation, and multiple regression analysis by using the SPSS/WIN 25.0 program. Of the total population, 70.8% were female in the health and social science group, the age group was 22–24 years (55.2%; 50.2%) and were fourth grade 62%; 59.1%). The level of job-seeking anxiety of students showed a higher proportion in health science (4.45 ± 0.81) than social science (3.73 ± 0.55). The level of job preparation behavior also revealed the same results in health science (4.28 ± 0.76) and social science (4.06 ± 0.81). Job anxiety showed a positive correlation with employment anxiety induction situation (r = 0.32, p < 0.01) and employment anxiety induction causes (r = 0.27, p < 0.01), and social science students showed a positive correlation with employment anxiety induction situation (r = 0.24, p < 0.01) and employment anxiety induction causes (r = 0.23, p < 0.01). The factors of age, gender and desired job position are highly associated with job-seeking anxiety and job preparation behavior. The findings of this study revealed job-seeking anxiety was higher among the undergraduate students and showed a high level of job preparation behavior. There is a need to develop intervention strategies for promoting job preparation behavior and reducing job-seeking anxiety among undergraduate students by providing career planning to improve the positive attitude towards desired job selection.

Background: Menstruation is a physical symptom that occurs in women of reproductive age. It has a significant impact on the daily life and health of women when their academic and social activities are most active. Since many women experience difficulties in daily life because of premenstrual syndrome and dysmenorrhea, it is important to identify, prepare for, and manage the menstrual cycle in advance. Objective: This study aimed to investigate the relationship between menstruation-related experiences and the use of mobile-based period tracker apps by millennial and generation Z (gen Z) individuals. The objectives of this study are to investigate (1) menstrual cycle management, (2) factors affecting app usage (3) factors affecting cycle management, and (4) motivators and barriers to using period tracker apps, in millennial and gen Z women. Methods: A mixed methods design was used for this study. The participants were young women aged 20-39 years and recruited via the Ovey application. Data were collected through surveys and focus group interviews. The survey was conducted among 700 women, and 8 of them participated in the focus group interviews. Results: In total, 431 (62.3%) participants used period tracker apps primarily to predict their next menstrual cycle. Factors affecting app usage included childbirth experience (odds ratio [OR] 0.475, P<.05), number of dysmenorrhea symptoms (OR 1.136, P<.05), and cycle management level (OR 2.279, P<.001). Additionally, education level (OR 1.122, P<.05 [university level compared high school level]) and the number of dysmenorrhea symptoms (OR 1.024, P<.05) showed a positive association with the cycle management level. However, childbirth experience (OR 0.902, P<.05) and period irregularity (OR 0.929, P<.001) were negatively associated with the cycle management level. Conclusions: Period tracker apps are becoming the new normal among millennials and gen Z individuals for managing their menstrual cycles. The use of a period tracker app empowers women by helping them gain a better understanding of their bodies, ultimately enhancing their social, academic, and health-related lives. Improving the accuracy and literacy of the app is an ongoing task for period-tracking apps, and it is important to provide added value tailored to users’ needs. Therefore, the findings of this study should be considered when designing or upgrading period tracker apps to facilitate the adoption of digital technology among young women, thereby promoting their overall well-being and reproductive health.

Background: This study evaluated the effects of flipped learning in a nursing informatics course. Method: Sixty-four undergraduate students attending a flipped learning nursing informatics course at a university in South Korea participated in this study in 2013. Of these, 43 students participated at University A, and 46 students participated at University B, as a comparison group. Three levels of Kirkpatrick's evaluation model were used: level one (the students' satisfaction), level two (achievement on the course outcomes), and level three (self-perceived nursing informatics competencies). Results: Students of the flipped learning course reported positive effects above the middle degree of satisfaction (level one) and achieved the course outcomes (level two). In addition, self-perceived nursing informatics competencies (level three) of the flipped learning group were higher than those of the comparison group. Conclusion: A flipped learning nursing informatics course is an effective teaching strategy for preparing new graduate nurses in the clinical setting. [ J Nurs Educ. 2017;56(8):477–483.]