Purpose
This study aimed to identify predictive factors affecting adolescents’ subjective happiness using data from the 2023 Korea Youth Risk Behavior Survey. A random forest model was applied to determine the strongest predictive factors, and its predictive performance was compared with traditional regression models.
Methods
Responses from a total of 44,320 students from grades 7 to 12 were analyzed. Data pre-processing involved handling missing values and selecting variables to construct an optimal dataset. The random forest model was employed for prediction, and SHAP (Shapley Additive Explanations) analysis was used to assess variable importance.
Results
The random forest model demonstrated a stable predictive performance, with an R2 of .37. Mental and physical health factors were found to significantly affect subjective happiness. Adolescents’ subjective happiness was most strongly influenced by perceived stress, perceived health, experiences of loneliness, generalized anxiety disorder, suicidal ideation, economic status, fatigue recovery from sleep, and academic performance.
Conclusion
This study highlights the utility of machine learning in identifying factors influencing adolescents’ subjective happiness, addressing limitations of traditional regression approaches. These findings underscore the need for multidimensional interventions to improve mental and physical health, reduce stress and loneliness, and provide integrated support from schools and communities to enhance adolescents’ subjective happiness.

Purpose
The role of local children’s centers is becoming more important as after-school care expands to South Korean elementary schools. As elementary school years are the time when children grow into healthy adults. Children in this period must grow with a feeling of happiness. The purpose of this study is to understand and explain the meaning of happiness experiences of elementary school students receiving community child care services, and to expand and apply nursing knowledge to child care at community child care centers through their happiness experiences.
Methods
This qualitative study was conducted with 21 elementary school students who received program services at local children’s centers for more than 1 year. Participants conducted 1:1 depth interview. The interviews were analyzed by dividing them into themes.
Results
Finally, five themes and 14 sub-themes were organized. The five themes were derived as “feeling of freedom and joy,” “healthy and pleasant feeling from being cared for,” “feeling smart and competent,” “feeling loved by someone special,” “feeling well-adjusted to school life.” This conclusion means that participants experience autonomy and enjoyment in daycare centers, positive care, strengthen emotional bonds, and help them adapt well to school.
Conclusion
The participants in this study expressed happiness in various meanings at local children’s centers. This thesis informed that it is important for local children’s centers to prioritize children’s happiness for education and care for children. This paper will contribute to society by presenting a nursing perspective on the development of community children’s centers.

Purpose
To describe the process of systematically developing an integrated health promotion program for school-age children from vulnerable families.
Methods
In this study, we applied the first three steps—analysis, design, and development (ADD)—of the analysis, design, development, implementation, and evaluation (ADDIE) model. The analysis step involved a literature review and needs assessment. In the design step, program components were considered and a program draft was developed. The program content was modified based on expert validation in the development step. The preliminary program was administered in the implementation step, and the final program was confirmed in the evaluation step.
Results
The program contents were based on the literature review, needs assessment, and Ryan’s integrated theory of health behavior change. The content was valid, and the educational material was appropriate for school-age children from vulnerable families. The finalized program consists of six sessions to promote physical, psychological, and social health using individual/group and face-to-face/online methods, including two that involve both parents and children.
Conclusion
This study presents a detailed description of how the program was developed and illustrates the critical elements that should be considered during similar program development. The effect of this program on health promotion behavior should be examined in future research.

Purpose
This study aimed to examine the relationship between future core nursing competencies and key variables, identifying factors influencing these competencies among senior nursing students.
Methods
This cross-sectional study included 150 third- and fourth-year nursing students in South Korea. Based on King’s Dynamic Interaction System Model, perceived work value and individual innovative behavior were categorized as personal systems, interpersonal competence as an interpersonal system, and adhocracy culture as a social system. Participants completed self-reported online questionnaires to assess factors influencing future core nursing competencies.
Results
Hierarchical multiple regression analysis identified interpersonal competency (β=0.32, p=.012) and adhocracy culture (β=0.23, p=.010) as significant predictors of future core nursing competency explaining 30.9% of the variance.
Conclusion
Enhancing future core nursing competency among senior nursing students requires continuous education and counseling programs to strengthen interpersonal competency. Establishing an adhocracy culture involves recognizing creative ideas, fostering open communication for freely expressing ideas, and encouraging innovation. Therefore, developing interpersonal competence and promoting an adhocracy culture is essential for improving future core nursing competency in senior nursing students.