This study aimed to further understand and compare the phenomenon of workplace bullying (WPB) among clinical nurses in various sociocultural contexts. The study sought to determine appropriate interventions, examining how said interventions should be delivered at individual, work-unit, and institutional levels. Qualitative meta-synthesis was chosen to achieve the study aims. Individual qualitative research findings were gathered, compared, and summarized using the thematic analysis suggested by Braun and Clark. Based on the predefined analytic points, the findings included the following themes: horizontal yet vertical violence, direct and indirect violence on victims, nurses feed on their own, accepting and condoning WPB embedded in ineffective work systems, and rippling over the entire organization. The results showed that the phenomenon of workplace bullying shares quite a few attributes across cultures in terms of the characteristics, types, perpetrators, subjects, and consequences. The findings suggest that interventions to change and improve organizational work culture must be developed and implemented.

Ryu YM, et al. J Korean Acad Nurs. 2018 Oct;48(5):601-621. https://doi.org/10.4040/jkan.2018.48.5.601

Purpose: This study assessed the effects of a psychiatric nursing class applying an escape room activity on nursing students’ knowledge, proactivity in problem-solving, teamwork, and learning satisfaction.Methods: A non-equivalent control group design with pretest-posttest measures was employed. In total, 82 nursing students taking psychiatric nursing participated in the study, with 39 in the experimental group and 43 in the control group. The experimental group participated in an escape room activity, while the control group engaged in a scenario-based group discussion for 50 minutes. The data were analyzed using the Mann-Whitney U test and the Wilcoxon signed-rank test with SPSS/WIN version 29.Results: No statistically significant differences were identified between the groups in terms of knowledge, proactivity in problem-solving, teamwork, and learning satisfaction. However, proactivity in problem-solving (Z=-3.47, p<.001) and teamwork (Z=-3.55, p<.001) were significantly increased for the experimental group in the post-test, while knowledge (Z=-2.40, p=.027), proactivity in problem-solving (Z=-3.96, p<.001), and teamwork (Z=-2.08, p=.037) were significantly increased in the control group when compared to the pretests.Conclusion: Both the escape room activity and the group discussion were effective in improving proactivity in problem solving and teamwork among nursing students and should therefore be incorporated into classes.

Purpose: Clinical reasoning is an essential component of nursing education. This study aimed to identify the trends in research on clinical reasoning in nursing over a 22-year period.Methods: The Web of Science Core Collection was used as the target database, with the search terms “clinical reasoning,” “clinical judgement,” and “clinical decision.” The scope of the search included the subject, abstract, author’s keywords, and Keywords Plus for each article. Our literature search included journal articles from 2000 to 2021, with the subject area restricted to nursing. A total of 4,675 articles met the inclusion criteria after the removal of duplicates using digital object identifier. We used bibliometric analyses to conduct quantitative and statistical analyses of publication trends, the journals and countries with the most publications, the most productive authors, the most globally cited documents, and the most frequent keywords.Results: In nursing, studies related to clinical reasoning have increased significantly since 2000. The most prolific country has been the United States. The journal with the most publications was the Journal of Clinical Nursing. The most productive author was Considine J, with 23 publications. The most widely cited author was Tanner CA, with 614 citations. The most frequent keywords in the literature related to clinical reasoning were “care,” “nurses,” and “decision-making,” in that order.Conclusion: This study examined the quantitative analysis and statistics of publications related to clinical reasoning in nursing in the past 20 years using bibliographic information. This study can help guide future research on clinical reasoning for nurse educators.

Purpose: Rapid changes have occurred in the educational environment of colleges since the outbreak of COVID-19. This study was conducted to determine the factors influencing college life adaptation for nursing students.Methods: The participants included 124 nursing students. A self-administered online questionnaire, available from March 30 to April 10, 2022, was used for data collection. The online questionnaires included COVID-19 stress, interpersonal relations, information literacy, and college life adaptation. Statistical analysis was performed using t-test, ANOVA, Pearson's correlation coefficient, and multiple regression analysis.Results: The average score for adapting to college life was 3.32±0.58. Significant differences in college life adaptation were found based on the number of exercise days per week (F=3.62, p=.015), regular daily routine (t=-3.41, p<.001), amount of sleep (t=-3.61, p<.001), sleep quality (t=-3.90, p<.001), and diagnostic self evaluation (F=19.55, p<.001). Factors that influenced college life adaptation included interpersonal relations (β=.36, p<.001), diagnostic self evaluation (good) (β=.48, p<.001), diagnostic self evaluation (fair) (β=.38, p=.005), and COVID-19 stress (β=-.11, p=.027), which explained 38.0% of the college life adaptation.Conclusion: Development of a program that integrates interpersonal relations, diagnostic self- evaluation, and COVID-19 stress for nursing students is recommended to improve college life adaptation.

Purpose: This study examined the relationship between end-of-life care stress, attitude, and performance among home-visit nurses under long-term care insurance. It also identified the factors that influence their performance of end-of-life care.Methods: From September 1 to September 15, 2025, data were collected from 138 Long-Term Care Visiting Nurses using a structured questionnaire. Descriptive statistics, independent t-test, one-way ANOVA, Pearson’s correlation, and multiple regression analysis were performed using IBM SPSS version 26.0.Results: The mean score was 3.81±0.50 for end-of-life care stress, 2.72±0.26 for end-of-life care attitude, and 3.09±0.53 for end-of-life care performance. Nurses’ performance of end-of-life care differed significantly based on the frequency of providing such care (t= -2.53, p=.013). End-of-life care stress was positively correlated with end-of-life care attitude (r=.26, p=.002) and performance (r=.21, p=.012). However, end-of-life care attitude and performance were not correlated (r=.14, p=.109). Furthermore, end-of-life care stress (β=.20, p=.020) and frequency (β=.25, p=.003) significantly influenced the end-of-life care performance of long-term care visiting nurses, explaining 9.4% of the variance in their performance.Conclusion: End-of-life care stress and practical experiences influence the end-of-life care provided by visiting nurses. Supporting nurses in effectively managing stress and converting it into professional competence, along with expanding practice opportunities and case-based education, may enhance the quality of end-of-life care.