This systematic review and meta-analysis examined the impact of evidence-based practice (EBP) education programs on undergraduate nursing students, focusing on enhancing EBP competency, critical thinking, and problem-solving ability. Methods: The search, conducted through PubMed, Cochrane Library, EMBASE, CINAHL, and Web of Science up to December 2023, included studies published in English and Korean and adhered to PRISMA guidelines. Qualitative appraisal of the studies was conducted using the revised ROB II for randomized trials and the ROBINS-I for non-randomized trials. For the meta-analysis, the effect size of the intervention was calculated as a standardized mean difference. Results: In our study, 11 studies met our inclusion criteria, and 8 studies of those were included in the meta-analysis. The effect sizes for EBP competency, critical thinking, and problem-solving ability were 1.55, 1.29, and 0.65, respectively. The meta-regression analysis indicated that tailored education programs of 4–7 weeks and being in the 4th grade significantly enhanced EBP competency. Conclusion: These findings support the development of a customizable and applied EBP education actively for students, preparing nursing students to effectively implement EBP in clinical settings after graduation. Despite the significant effect size of the outcome variables, the high heterogeneity suggests the need for further investigation to validate the EBP educational outcomes for nursing students.

Background: Operating rooms (ORs) are healthcare areas that are high-risk regarding patient safety (PS). The prevention of PS errors such as wrong-site surgery, medication errors, and patient falls is important in the OR. Causes such as having insufficient information, not taking enough care and precautions, and inattention may lead to errors. Ensuring PS in an organization depends on the composition of a PS culture. Method: This study, as equivalent-control-group pretest–posttest research, aimed to develop and apply a simulation-based patient safety education program for operating room nurses and then to examine the influence of the program on patient safety management and compliance. Participants included a total of 45 operating room nurses: 22 in the experimental group and 23 in the control group. In the program, each member of the experimental and control groups underwent two 60 min sessions for a total of 120 min. Person-to-person individual lectures and simulation-based practice were provided to the experimental group, whereas booklets and person-to-person individual lectures were provided to the control group. Compliance with patient safety, the perception of patient safety culture, and satisfaction were measured using a structured Likert questionnaire. Intervention effects were analyzed using a t-test and ANCOVA. Results: As a result of the analysis, we found that the experimental group was significantly higher in terms of compliance with patient safety (p = 0.021), the perception of patient safety culture (p = 0.039), and education satisfaction (p < 0.001) than the control group. Conclusions: The results indicate that implementing a simulation-based patient safety education program can improve the patient safety competency of operating room nurses and, ultimately, prevent patient safety accidents in the operating room.

This study aimed to provide evidence for the development of an algorithm to identify older adults with a high risk for repeated falls, along with strategies to prevent repeated falls, by analyzing the known physical, psychological, and environmental factors related to falls in older adults. One hundred fifty-seven community-dwelling older adults aged 65 years or older who experienced a fall within the past year were enrolled in this study. Participants' physical, psychological, environmental, and fall prevention-related characteristics were surveyed using structured questionnaires to identify the risk factors for repeated falls. The use of antidepressants, depression score, and compliance with fall prevention behaviors were found to differ significantly between the two groups, and the use of antidepressants and depression were found to be significant predictors of repeated falls. Depression should be considered as a major variable when developing an algorithm to identify the risk of repeated falls among older adults living at home. Also, the practice of fall prevention behaviors was higher in the repeated-falls group, likely due to that group's efforts to prevent additional falls.

Purpose: The purpose of this study was to determine the factors related to patient safety accidents in long-term care hospitals. Methods: The participants were 50 patients who had safety accidents during a hospitalization period and 100 patients who had no safety accidents, and were hospitalized during the same period, and had the same gender, age, and underlying diseases as the accident group. A complete enumeration survey was conducted on 85 nurses working in three long-term care hospitals. Results: The patient safety accident rate was 0.62 persons per 1000 hospital days. Regarding harmful incidents of patient safety accidents, step 1 harmful incidents accounted for the highest rate (56.0%). Regarding the type of accident, falls accounted for the highest rate (46.0%). Regarding the place of accidents, hospital rooms accounted for the highest rate (72.0%). The accident group and the nonaccident group had statistically significant differences in cardiac disorders, sedative hypnotics, vasodilators, nootropic agents, antibiotics, wearing an adult diaper, and physical restraints. In terms of nurses, the accident experience group and the non-experience group had a statistically significant difference in their work career (x 2 =7.69, p=.027). The patient safety culture score was statistically significantly different between hospital 1 and hospital 2 (F=11.07, p=.003). Conclusion: It is necessary to develop systems and strategies that handle all three factors to enhance the patient safety culture in the long-term care hospitals.

Purpose: This study investigated the effect of practice of donning and doffing level D personal protective equipment (PPE) based on augmented reality (AR) on the knowledge and performance confidence, practical immersion, practical satisfaction, and practical experience of nursing students.Methods: This mixed-method study included 28 participants in the experimental group and 28 in the control group in C city. The intervention in the experimental group was practice of donning and doffing level D PPE based on AR and the control group received video-based training. Quantitative data were analyzed using the IBM SPSS program, and qualitative data were subjected to content analysis.Results: There were significant differences in performance confidence (t=3.17, p=.002) and practice satisfaction (z=-2.13, p=.033), but not in knowledge (z=-0.90, p=.366) and practice immersion (t=1.71, p=.093) regarding PPE. In the experience of nursing students who participated in AR-based practice, the facilitating factors were “good concentration in practice,” “can use the technology accurately,” “the skills remain in memory for a long time,” and “the practice was interesting and fun.” The obstacles to AR-based practice were “using smart glasses to watch AR content was uncomfortable” and “it was difficult to adapt to AR-based content.”Conclusion: Based on the results of this study, we suggest applying AR-based practice in practical education to increase nursing students' performance confidence and practice satisfaction.