Purpose This study aimed to identify differences in perceived task performance, task importance, and educational needs for novice-level tasks among neonatal intensive care unit (NICU) nurses with varying levels of clinical experience and to provide foundational data for developing systematic educational programs to strengthen the competencies of novice nurses.
Methods Participants were recruited from the NICUs of three hospitals—one university-affiliated hospital and two general hospitals located in B Metropolitan City, South Korea. Using convenience sampling, 116 staff nurses with at least 3 months of NICU experience were surveyed between March and November 2025. For comparative analysis, participants were divided into three career groups based on their NICU experience: <3 years, 3–9 years, and ≥9 years. Data were analyzed using descriptive statistics, analysis of variance, and the Scheffé test with IBM SPSS ver. 25.0, and importance–performance analysis (IPA) was conducted to prioritize educational needs.
Results Across all career groups, the “direct nursing performance” domain showed the highest task performance. Novice nurses with <3 years of experience reported significantly higher performance in central line care and transfusion management than those with ≥9 years of experience. The IPA identified central line management, and transfusion management as priority areas for improvement, while vital sign monitoring, respiratory surveillance and discharge education for parents were common educational needs regardless of experience level.
Conclusion Educational programs for novice NICU nurses should focus on strengthening patient safety–related competencies and should be progressively structured with simulation and case-based learning to enhance clinical performance.
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 Epilepsy is the most common neurological disorder in childhood. Hospital nurses, who are the first to recognize seizures in epilepsy patients in the ward environment, possess expertise related to epilepsy and play a central role in epilepsy management. The purpose of this study was to develop an algorithm-based education program and to improve nurses’ knowledge and self-efficacy related to providing nursing care to children with epilepsy.
Methods The education program consisted of lectures on the definition, cause, classification, diagnosis, treatment, and nursing of epilepsy based on a booklet, as well as practice using an algorithm for nursing interventions when a child experiences a seizure. Twenty-seven nurses working at pediatric neurological wards and a pediatric emergency room participated in the education program. The data were analyzed using descriptive statistics and the paired t-test.
Results Nurses’ knowledge and self-efficacy showed a statistically significant improvement after participation in the education program on nursing care for children with epilepsy.
Conclusion The application of this education program for hospital setting is expected to improve nurses' capability to care for children with epilepsy, thereby contributing to a higher quality of nursing.
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Purpose This study was done to develop and evaluate an algorithm-based simulation scenario for emergency measures for high-risk newborns presenting with apnea.
Methods A one shot case study design was used to evaluate the algorithm-based simulation scenario. Effects of the developed simulation scenario were evaluated using the Simulation Effectiveness Tool (SET) and the Lasater Clinical Judgement Rubric (LCJR). From March to November 137 senior nursing students completed the simulation using this scenario.
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PURPOSE This research was a descriptive study of nursing activities observed in nursing simulation during a senior nursing student practicum. Content and frequencies of nursing activities during the simulation practice were identified. METHODS Thirty-six episodes of pediatric nursing simulation were videotaped. Both verbalizations and descriptions of nonverbal behaviors were recorded from the videotapes. The data were coded and analyzed. The coded nursing activities were evaluated for frequency and purpose of interaction. RESULTS Average time per simulation episodes was 27 minutes and ranged from 3.30 to 32.54 minutes. Nursing activities in these simulation episodes included nursing assessments such as vital sign measurement, associated symptom assessment, and check of patient condition, nursing interventions such as medication, tepid water massage, fluid therapy, provision of oxygen, suctioning, hyperglycemia and hypoglycemia management, communication such as parent education, procedure guidance, and communication among providers.
Activities in assessment were most frequent, and among them, vital sign measurement and check of patient condition were more frequent than others. CONCLUSION Students showed enhanced nursing activities such as more frequent nursing assessment, communication and interventions in their simulation experience. Therefore simulation experience can be considered as one strategies to provide nursing students with better and more intense practicum experience.
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PURPOSE The findings of various research studies on human intelligence and Multiple Intelligence Theory are presented in this study and implications of a Multiple Intelligence Theory-based approach to nursing education for ill children are suggested. METHOD Research objectives were accomplished by conducting a literature review. The main areas of the literature review included Multiple Intelligence Theory, and its application case for the children with learning disorders. RESULTS Dissatisfaction with traditional IQ tests has led to the development of a number of alternative theories, all of which suggest that intelligence is the result of a number of independent abilities that uniquely contribute to human performance. In Multiple Intelligences Theory, intelligence is broken down into at least eight different components: logical, linguistic, spatial, musical, kinesthetic, naturalist, intra-personal and interpersonal intelligences.
In addition, the premise of Multiple Intelligence Theory and its application case is that every topic can be effectively taught and achieved using the six entry points framework. CONCLUSIONS The educational implications of Multiple Intelligence Theory in view of the health education and education in a children's hospital school should be considered as a basis for providing better education to ill children in a hospital setting.
, Hun Ha Cho
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