Purpose
This study aimed to develop a multicultural education program for Mother and Baby Unit (MBU) nurses by using concept mapping, and to evaluate its effectiveness in enhancing the nurses’ cultural competence and multicultural acceptance.
Methods
This study utilized the ADDIE model (which comprises the Analysis, Design, Development, Implementation, and Evaluation stages) to design and implement a concept mapping-based multicultural education program for MBU nurses in a quasi-experimental pre- and post-test design. This program was structured into five sessions, each incorporating the use of concept maps to facilitate self-reflection and critical thinking. All sessions were conducted using the online Zoom platform, allowing participants to engage without restrictions on time or location. A total of 53 nurses participated, with 26 assigned to the experimental group and 27 to the control group. The program’s effectiveness was assessed through changes in cultural competence and multicultural acceptance, measured using validated scales.
Results
The results demonstrated significant improvements in both cultural competence and multicultural acceptance in the experimental group compared to the control group, supporting the hypotheses that such educational interventions can enhance nurses’ ability to provide culturally appropriate care.
Conclusion
Concept mapping fosters self-reflection and critical thinking, effectively increasing MBU nurses’ cultural competence and multicultural acceptance. This study offers a practical framework for integrating multicultural education into nursing training, ultimately improving care for foreign mothers and reducing the challenges faced by MBU nurses.

Purpose
This study was conducted to explore the core educational components of interprofessional education (IPE) for pediatric emergencies to establish a basis for interprofessional simulation education.
Methods
Using Whittemore and Knafl's integrative review method, we searched for studies in PubMed, Embase, Cochrane Library, CINAHL, and four South Korean databases (RISS, NDSL, DBpia, and KISS).
Results
We identified 21 studies on the general characteristics of IPE in pediatric emergency situations and integrated the core components of IPE according to a PRISMA flowchart. Three core components were identified (individual - competent professionals, team - cooperative professions, and outcome - optimal achievement), with the subthemes of role and responsibility, clinical judgment, performance, leadership, communication, teamwork, patient safety, and quality improvement.
Conclusion
We recommend that IPE pediatric emergencies should contain the three dimensions of these core components to enhance individual and team performance and to promote optimal achievement in terms of patient outcomes. IPE programs should consider these characteristics and include a valid tool for evaluating the programs' effectiveness.

Citations

• Intraprofessional boundary crossing in acute paediatric care: A rich journey for general practice and paediatric residents
  Rosalin van Schie, Ester Coolen, Anne van Tuijl, Janielle van der Velden, Bart Thoonen, Nynke Scherpbier‐de Haan
  Medical Education.2024;[Epub]     CrossRef
• Effectiveness of simulation-based interprofessional education on teamwork and communication skills in neonatal resuscitation
  Shinhye Chae, Soonyoung Shon
  BMC Medical Education.2024;[Epub]     CrossRef
• Experiences of Indonesian nurses in improving preterm oral feeding readiness in special care units: A qualitative descriptive study
  Dyah Dwi Astuti, Rinawati Rohsiswatmo, Dessie Wanda, Diah Mulyawati Utari
  Belitung Nursing Journal.2023; 9(5): 478.     CrossRef