Background: Academic burnout has a negative effect on learning outcomes of nursing students. Factors affecting academic burnout may differ depending on whether or not they have experience in clinical practice and identifying these differences would be necessary to seek for strategies to lower academic burnout of nursing students. This study aimed to determine the effects of stress, depression, and anxiety on academic burnout according to the clinical practice experience of nursing students. Methods: Data were collected from 171 female nursing students in South Korea. Self-report questionnaires from 83 participants without clinical practice experience and 88 with clinical practice experience were analyzed using descriptive statistics, χ2-tests, analysis of variance, t-test, Spearman correlation coefficient, and stepwise multiple regression. Results: Academic burnout was positively correlated to stress (r = .52, p < .001), anxiety (r = .50, p < .001) and depression (r = .44, p < .001). In those students with no clinical practice experience, anxiety and depression explained for academic burnout by 44%, and those students with clinical practice experience, stress and major satisfaction explained for 33% of academic burnout. Conclusions: Universities and clinical institutions should establish a cooperative system to reduce stress, depression and anxiety and increase major satisfaction.

Values are presented as number (%) or min– max.

To enhance the life satisfaction of the elderly with multimorbidity, it is necessary to investigate the relevant factors and to examine the differences in factors according to gender. The aim of this study was to identify factors affecting life satisfaction of the elderly with multimorbidity in the community by gender in Korea. We analyzed data from 2140 participants with multimorbidity who were aged 65 or older and participated in the Korean Longitudinal Study of Ageing (KLoSA) in 2016. A multivariate linear regression analysis was conducted to examine the factors affecting life satisfaction among male and female older participants with multimorbidity. The most common pattern of multimorbidity of women was hypertension and arthritis/rheumatism, while that of men was hypertension and diabetes mellitus. Some factors, such as depression, exercise, and number of chronic diseases, affected both male and female participants, but others related to life satisfaction varied by gender. Therefore, it is necessary to consider the characteristics of multiple chronic diseases, and policy support should be provided in consideration of gender differences to improve the life satisfaction of the elderly.

Objective: Hepatocellular carcinoma (HCC) is one of the most common cancers and is mainly caused by viral infections including hepatitis B virus (HBV). Recently, the decreased expression level of the transforming growth factor, beta receptor III (TGFBR3) gene, has been implicated in HCC and other human cancers. This study investigated whether TGFBR3 polymorphisms might be associated with HBV clearance and HCC occurrence. Methods: This study identified 27 single nucleotide polymorphisms (SNPs) in the exon, promoter, and exon-intron boundary regions of TGFBR3 by resequencing in 24 individuals. Then, 9 SNPs in the promoter and exons of the gene were genotyped from 1,065 Koreans composed of 637 chronic carriers (CC) and 428 spontaneously recovered (SR) subjects. Results: Two SNPs, rs1805113 (Phe676Phe) in exon 13 and rs1805117 in 3′-UTR (p = 0.009 and p = 0.008, respectively) were significantly associated with HBV clearance. In addition, Cox relative hazards analyses revealed that haplotype BL2_ht2 showed a significant association with the age of HCC occurrence among chronic HBV patients (relative hazard = 1.38; p = 0.007). Conclusion: Our findings suggest that TGFBR3 polymorphisms and its haplotypes might be associated with HBV clearance and age of HCC occurrence.

This study aimed to identify the trends in scholarly research related to patient safety education programs and outcome evaluations in the field of nursing education, focusing on providing a comprehensive overview of the current state of patient safety education and suggesting directions for future program development and evaluation. We conducted a scoping review using Arksey and O’Malley’s 5-step framework and searched five databases; Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (ERIC), PubMed, Science Direct, and Research Information Sharing Service (RISS) for Korean literature. Of the 1626 articles retrieved, we identified 27 articles published between 2006 and 2023. The articles’ educational content focused on comprehensive patient safety education using instructional methods such as lectures, discussions, simulations, and online education. The effectiveness of the programs was evaluated primarily via knowledge, skills, and attitudes toward patient safety, and behavioral and results-related outcomes were rarely evaluated at Kirkpatrick’s evaluation., The most commonly used tools were the Health Professional Education in Patient Safety Survey and the questionnaire developed by the World Health Organization Patient Safety Program. The evaluation was conducted using quantitative and qualitative methods, but follow-up tests were rarely conducted. Our review findings suggest that patient safety education programs for nursing students and clinical nurses should apply diverse teaching methods and comprehensive evaluation strategies to enhance their overall effectiveness and ensure the practical application of safety practices. It is essential to diversify program evaluation metrics, such as experiential learning and interprofessional education, by expanding performance indicators at both learner and institutional levels for long-term repeated assessments. The online version contains supplementary material available at 10.1186/s12912-025-02858-8.