Background: Many countries around the world are currently threatened by the COVID-19 pandemic, and nurses are facing increasing responsibilities and work demands related to infection control. To establish a developmental strategy for infection control, it is important to analyze, understand, or visualize the accumulated data gathered from research in the field of nursing. Methods: A total of 4854 articles published between 1978 and 2017 were retrieved from the Web of Science. Abstracts from these articles were extracted, and network analysis was conducted using the semantic network module. Results: ‘wound’, ‘injury’, ‘breast’, “dressing”, ‘temperature’, ‘drainage’, ‘diabetes’, ‘abscess’, and ‘cleaning’ were identified as the keywords with high values of degree centrality, betweenness centrality, and closeness centrality; hence, they were determined to be influential in the network. The major topics were ‘PLWH’ (people living with HIV), ‘pregnancy’, and ‘STI’ (sexually transmitted infection). Conclusions: Diverse infection research has been conducted on the topics of blood-borne infections, sexually transmitted infections, respiratory infections, urinary tract infections, and bacterial infections. STIs (including HIV), pregnancy, and bacterial infections have been the focus of particularly intense research by nursing researchers. More research on viral infections, urinary tract infections, immune topic, and hospital-acquired infections will be needed.

Background: New intensive care unit (ICU) nurses often experience stress because of concerns about potentially harming their patients in a work environment that demands the rapid development of several skills in a limited training period.Aim: This study aimed to investigate the prioritisation of educational needs within adult ICUs, focusing on how new nurses evaluate their current knowledge and perceive the most critical competencies.Study Design: A cross‐sectional study was conducted among a convenience sample of 102 new ICU nurses in general and tertiary hospitals in South Korea. Educational needs were assessed using a structured questionnaire for new ICU nurses. This study investigated educational needs using paired t‐tests, Borich's assessment model and the Locus for Focus model.Results: Only 48% of participants were satisfied with their education. The highest‐rated educational content included preparing to use a defibrillator (95% CI = 2.44–3.28, p < .001), administering emergency drugs for cardiopulmonary resuscitation (CPR) (95% CI = 2.09–2.91, p < .001), starting and maintaining continuous renal replacement therapy (95% CI = 1.50–2.42, p < .001), applying and maintaining a ventilator (95% CI = 1.42–2.08, p < .001), preparing for intubation (95% CI = 1.23–1.97, p < .001), reporting to the emergency team, preparing equipment for CPR (95% CI = 1.12–1.94, p < .001) and drug calculation (95% CI = 0.87–1.53, p < .001).Conclusions: These findings indicate that educational programmes for new ICU nurses should be developed considering the aforementioned priorities. Furthermore, nurse educators should adopt a practical and active instructional method to repeatedly clarify content, prioritising the improvement of knowledge and performance of new ICU nurses.Relevance to Clinical Practice: This study guides clinical educators and managers in focusing on areas where new ICU nurses need additional training. Effective nurse residency programmes tailored to the specific needs of new ICU nurses can enhance their confidence and ability to handle ICU nursing challenges.

Purpose: In the nursing profession, it is imperative that students are able to transfer their undergraduate knowledge and skills into practice to become competent nurses. The aim of this study was to illuminate how infection prevention and control (IPC) education would be conducted in undergraduate nursing programs. Methods: A qualitative design utilizing focus group interviews as its data collection method was employed. Twelve professors from twelve South Korean universities that have undergraduate nursing programs were recruited as research participants and divided into two focus groups. Results: Focus group interview analysis showed that IPC education in undergraduate nursing programs for fostering IPC competency was composed of two categories: a pre-clinical course and a clinical course. Each included three subcategories-education contents, education strategies, and considerations of how infection control is taught to students as they continue from beginning to advanced-and the themes of each subcategory were derived. Conclusions: The findings of this study can provide an overview of how nursing professors should teach IPC education to undergraduates. As IPC education for nurses is very important, more in-depth discussions that include educators, clinical mentors, and nursing students regarding IPC education are needed to ensure patients' safety in clinical settings.

Purpose: This study was done to investigate the experience of physical and emotional safety in nursing students during fundamentals of nursing practicum.Methods: A descriptive cross-sectional study was conducted from March to September 2019. A total of 553 nursing students, who had completed fundamental nursing laboratories, participated in this study. Data were collected using self-report questionnaires which included questions about general characteristics, physical and emotional safety during fundamental nursing laboratories along with an informed consent given prior to the practicum.Results: Of the students, 26 experienced physical safety accidents, and 18 reported emotional safety accidents. Students' mean stress score for physical safety was 1.95, and the mean score for emotional safety was 1.92. Of the students, more than 59.1% agreed to volunteer as practice models in certain nursing procedures’ training. Of the students, 55.8% were satisfied with using their bodies to train fundamental nursing skills. 61.8% of students reported that informed consent was obtained during the nursing laboratory, and 88.6% of students thought that informed consent needs to be obtained.Conclusion: To prevent safety accidents during the fundamentals of nursing practicum and systematically manage accidents, standardized safety guidelines for nursing practicum should be developed. Establishing various training strategies using advanced models or simulators to increase education efficiency and satisfaction is necessary.

Purpose: The purpose of this study is to understand the actual status of fundamentals of nursing practice (FNP) education at nursing colleges, and the difficulties of FNP operation in the early stages of the COVID-19.Methods: This study used a descriptive design. Data collection was conducted from December 9, 2020 to January 31, 2021 using the self-report questionnaire method for a total of 95 nursing colleges. The questionnaire consisted of characteristics related to FNP, changes in FNP education, difficulties in operating FNP, and countermeasures in the COVID-19 situation.Results: Changes in FNP due to COVID-19 were distribution of practice places, reduction of the number of students, short-term intensive classes, and reduction of face-to-face practice. Most colleges conducted FNP face-to-face, but some schools showed that FNP was conducted non-face-to-face. The difficulties of operating FNP that instructors experienced induced concerns about a decrease in student competency due to lack of face-to-face practice and an unofficial increase in the number of teaching hours and physical demands on instructors due to the expansion of the division.Conclusion: In order to develop the capabilities of nursing students in other pandemic situations in the future, it is necessary to find systematic coping strategy to reduce the burden of FNP instructors, and to develop non-face-to-face online practice contents and consumables for online practice.

BACKGROUND Many countries around the world are currently threatened by the COVID-19 pandemic and nurses are facing increasing responsibilities and work demands related to infection control. To establish a developmental strategy for infection control, it is important to analyze, understand or visualize the accumulated data gathered from research in the field of nursing. OBJECTIVE The aim of this study was to identify the core keywords and topics of infection-related research over the past 40 years in nursing to better understand research trends in this field. METHODS This study was conducted in four steps: 1) selecting literature for analysis, 2) selecting the analysis units, 3) building a co-occurrence matrix and network, and 4) conducting text network analysis and topic modeling. A total of 4,854 articles published between 1978 and 2017 were retrieved from the Web of Science. Abstracts from these articles were extracted, and network analysis was conducted using the semantic network module. RESULTS As a result of centrality analysis using the word network extracted from the abstracts, ‘wound’, ‘injury’, ‘breast’, ‘dressing’, ‘temperature’, ‘drainage’, ‘diabetes’, ‘abscess’, and ‘cleaning’ were identified as the keywords with high values of degree centrality, betweenness centrality, and closeness centrality; hence, they were determined to be influential in the network. Ten topics were identified. The major topics were ‘PLWH’ (people living with HIV), ‘pregnancy’, and ‘STI’ (sexually transmitted infection). CONCLUSIONS Diverse infection research has been conducted on the topics of blood-borne infections, sexually transmitted infections, respiratory infections, urinary tract infections, and bacterial infections. STIs (including HIV), pregnancy, and bacterial infections have been the focus of particularly intense research by nursing researchers. More research on viral infections, urinary tract infections, immune topic, and hospital-acquired infections will be needed. CLINICALTRIAL