Competence Of Nurses Research Articles

Cultural Competence of Vietnamese Undergraduate Nursing Students and Influencing Factors.

Cultural competence is essential for nurses to enhance the quality of care and reduce care inequity in diverse cultures. Throughout the world, populations are resettling to different regions for various reasons, necessitating the importance of teaching cultural skills to nursing students. This study determined the cultural competence of Vietnamese undergraduate nursing students and the factors influencing cultural competence. The cross-sectional study was performed with 169 undergraduate nursing students in Vietnam. Data on cultural competence, measured by the Nurse Cultural Competence Scale (NCCS), empathy, and self-efficacy was collected. Multiple regression analysis examined the factors influencing cultural competency. A positive relationship was found between self-efficacy and cultural competence (β = 0.47, p < .001), between empathy and self-efficacy (p < .001), and a negative relationship between ethnicity and empathy (p < .05). Improving undergraduate nursing students' cultural competency is essential in education programs; cultural competency training focuses on strengthening self-efficacy and empathy.

Nurse-led education for patients in plain language: Evaluation of a teaching concept for prospective nursing professionals

Nurse-led education for patients in plain language: Evaluation of a teaching concept for prospective nursing professionals Abstract: Background: Nurse-led education for patients is a core competency of nurses. A particular challenge is the education of the growing group of people with limited literacy skills. Aims: The aim of our project was to develop and evaluate a teaching concept that would gradually enable prospective nursing professionals to independently carry out nurse-led education for people with low literacy. Methods: First, a teaching concept for a nurse-led education for patients in plain language was developed, which was implemented with prospective nursing professionals of the Bachelor of Nursing programme at Charité - Universitätsmedizin Berlin and tested with a pre-post evaluation. Self-developed items were used to measure experience, confidence, competence and learning increase. Results: Before starting the teaching concept, 56% (n = 14) of the participants already had some experience with patient education. The relevance of the topic was rated as very high (Median = 9; IQR = 10-8; n = 25). After completing the teaching concept, participants felt more confident in conducting nurse-led education (T0: 36% vs. T1: 79%) and more competent in using plain language (T0: 4% vs. T1: 26%). Conclusion: A teaching concept that combines the development of nurse-led education for patients with the target group-specific approach of plain language increases the confidence of carers in their teaching skills and the self-management of people with low literacy.

Learning Culture from the Perspective of the Successful Indonesian Nurse Competency Examination

Background: The Indonesian Nurse Competency Examination (INCE) is a strategic component that determines the output of nursing graduate students. The varied geographical conditions of the various islands in Indonesia can influence access and quality of education, causing students to have a more inclusive perspective. The learning culture of Indonesian nursing students is unique and generally carries over to higher education, notably nursing profession education.Objective: The purpose of the study is to explain the learning culture model from the perspective of the success of the nurse competency examination and the relationship between learning culture and the success of the nurse competency examination.Methods: A qualitative and quantitative combination research (mixed method) with a sequential-exploratory design was employed. Stage 1 used descriptive qualitative methods. While data collecting used structured interviews, the sampling technique utilized snowball with (n=9), and data analysis used Sandelowski content analysis. Stage 2 was an observational analytical design with a retrospective approach involving 74 nursing students at Wiraraja University who lived in the Indonesian student area. Data analysis then employed the Structural Equation Model (SEM) test to find variables that significantly influence the success of INCE.Results: Stage-1 produced three themes: Theme-1: background of the learning environment concerning facilities utilization and searching strategy for learning resources; Theme-2: learning activities including learning styles, learning motivation, and self-confidence and abilities; Theme-3: learning habits comprising learning methods, concentration, and repeating the learning material. In stage 2, the result revealed that learning environment background (p=0.031), learning activities (p=0.021), and study habits (p=0.028) were significantly related to the success of the INCE on students.Conclusion: The learning culture of Indonesian students from the perspective of success in the INCE is formed starting from the pre-graduate level and continuing at the higher and professional levels.

An Evolutionary Concept Analysis of Spiritual Competence in Nursing.

Clarify the concept of spiritual competence in the context of nursing through evidence-based extraction of attributes, antecedents and consequences. Concept analysis. Rodgers' evolutionary method of concept analysis guided this analysis, and we followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. An analysis of 45 studies clarified the concept of spiritual competence in the context of nursing. Spiritual competence in nursing is a dynamic process that, once initiated by nurses' spiritual awareness, promotes their spiritual well-being, their spiritual knowledge and skills and their sense of spiritual-care self-efficacy. A comprehensive understanding and clear conceptual definition of the concept of spiritual competence in nursing will enable researchers to overcome barriers and foster nurses' development of spiritual competence to provide spiritual care in nursing. The clarified concept of spiritual competence in nursing can help to shape education and clinical-training programs for nurses in a way that supports their ability to provide spiritual care and promote patient well-being and positive health outcomes. No patient or public contribution was essential to the conduct of this research.

Effectiveness of integrated program on clinical care pathway for patients with heart failure upon competency of nurses

Cardiovascular disease is still the most common cause of death and disability in industrialized nations, and its prevalence is rising rapidly. Heart failure (HF) is increasingly common and incurs a substantial cost, both in terms of quality and length of life. Clinical pathways provide a means of implementing the most up-to-date guidance into clinical settings to improve the value and efficiency of the care provided. Methods: This study was conducted using the A Quasi-Experimental Time series Research design to assess the level of competency and to determine the effectiveness of clinical care pathway on management of patients with heart failure among 60 nurses (30 in Control and 30 in Intervention Group) from selected hospitals who were selected by consecutive sampling technique. The data was collected using pretested and validated tools such as background variables proforma of nurses, structured knowledge questionnaire and Observation Checklist on Practice of Integrated Program on Clinical Care Pathway for Heart Failure through self-administration method. Results: The study findings revealed that the mean knowledge score for heart failure management was significantly higher in the intervention group (25.50 ± 1.61) compared to the control group (17.87 ± 1.83). Additionally, their practice scores also were significantly higher across all components, days, and global scores in the intervention group (127.97 ± 3.43) than the control group (76.90 ± 7.60) with a p &lt; 0.001. Conclusion: An empowerment of nurses focusing on clinical pathway could improve knowledge on heart failure, which could lead to better patient care including patient education and could reduce patient readmission for heart failure.

A structural equation model for the patient safety competency of clinical nurses.

Nurses are crucial for enhancing patient safety due to their continuous presence at patients' bedsides and close interactions with families and other healthcare providers. This study aims to examine the relationships among safety education, perception of patient safety culture, safety control, and patient safety competence in clinical nurses, while also exploring the mediating effect of perceptions on patient safety culture and safety control. The study involved 165 nurses, including 10 males (6.1%) and 155 females (93.9%). Structural equation modeling (SEM) was used to test the hypothesized model, and data were analyzed using SPSS and AMOS programs. Significant positive correlations were among the frequency of attending safety education, the perception of patient safety culture, safety control, and patient safety competency. The number of safety education briefings attended did not directly influence patient safety competence; however, safety education for nurses indirectly influenced patient safety competence via the perception of patient safety culture and safety control. These findings suggest that enhancing safety education for nurses can improve patient safety competence by shaping their perceptions of patient safety culture and safety control.

Indicators of clinical deterioration in adult general ward patients from nurses' perspectives: a mixed-methods systematic review.

Early recognition and response to deteriorating patients in general wards are core competencies for nurses. Clinical deterioration is a worsening condition that increases the risk of morbidity and mortality. Although objective measures are commonly used, recent research suggests that subjective data and nurses' intuitions can serve as valuable indicators for early detection of deterioration in patients. This study aims to comprehensively identify and classify the indicators used to detect clinical deterioration in patients hospitalized in general wards from nurses' perspectives. This is a mixed-methods systematic review followed a Joanna Briggs Institute Methodology convergent integrated approach. Four electronic databases (PubMed, CINAHL, Embase, and Scopus) were searched. Studies were screened based on the population of interest (nurses), the phenomenon of interest (patient deterioration), the context (adult care in acute hospital settings), the study type (original studies), and publication in English peer-reviewed journals from January 2014 to December 2023. Two authors independently conducted all screening steps and assessed the methodological quality of the included studies. Any disagreements were resolved through discussion. This review was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis. Twenty-one studies met the eligibility criteria. Key indicators included vital signs, intake and output, laboratory data, and observational data. Nurses also relied on subjective data from patients' complaints and their own intuition to predict patient deterioration. The frequency and pattern of specific nursing interventions also play an important role. This review identified vital indicators from nurses' perspectives, underscoring the value of subjective observations, intuition, and specific nursing interventions in predicting patient deterioration. Integrating subjective factors with objective data can improve early recognition of and response to clinical deterioration, thereby enhancing patient safety and outcomes. This review provides a foundation for future research aimed at quantifying subjective elements, such as patient complaints and nurses' intuitions, to be included in nursing records as key indicators for predicting patient deterioration. This study was registered with PROSPERO under the registration number CRD42024552344.

Validation Study of a Nursing Education and Competency Tool.

Distinguishing competency and education in clinical healthcare education is complex. The NYU Langone Health Nursing Education and Competency Algorithm (NE-CA) was developed as a tool for competency identification and sustainment. A mixed-methods design national research study was employed to evaluate the validity of the NE-CA. Findings of the study support the utilization of the NE-CA tool by expert clinical nurse educators, professional nurses, and organizations in structures and processes guiding competency in clinical education.

Acquiring clinical reasoning skills via virtual simulation in nursing education: A qualitative study

Objective: To explore students’ perspectives on clinical reasoning development and their experiences of learning through virtual simulation.Methods: An exploratory, descriptive qualitative study design was used. Twenty-eight nursing students studying in a bachelor’s program received a 2-hour virtual simulation training with a debriefing session. Six semi-structured focus group interviews were conducted after the training. Thematic analysis was used to explore and analyze the students’ perspectives on clinical reasoning development and their experiences of learning through simulation training.Results: Three main themes emerged: engagement in and satisfaction with learning, enhancement of clinical reasoning skills, and preparedness for clinical practice.Conclusions: Virtual simulation training with debriefing sessions increased students’ engagement in and satisfaction with learning, developed their clinical reasoning skills, and enabled them to reflect on their own preparation for clinical practice. Our findings suggest that virtual simulation could be adopted in current nursing curricula to enhance the competencies of future nurses.

Navigating transition shock: The role of system thinking in enhancing nursing process competency among early career nurses.

Building nursing process competency among beginner nurses is a pivotal need in contemporary, complex, fast-paced nursing practice. However, transitioning from the educational phase to practicing as a nurse can be a significant adjustment. New practitioners often experience a period of shock, which may present challenges in developing nurse competency. Fostering system thinking among those nurses could buffer the negative signs of transition shock and cultivate nursing process competencies at earlier times. This study explores the relationship between transition shock and nursing process competency among early career nurses and investigates the moderating effect of system thinking on this relationship. This cross-sectional correlational exploratory study was conducted at four large hospitals in Egypt. Data were collected from 393 nurses from the first of February 2024 to the end of April 2024 using the transition shock scale, the competency of nursing process questionnaire, and the system thinking scale. Correlational and hierarchical regression analyses were used to test the study variables. A statistically significant negative correlation exists between transition shock, nursing process competency, and system thinking among early-career nurses. System thinking is positively associated with nursing process competency. System thinking positively moderates the relationship between transition shock and nursing process competency among early-career nurses. Transition shock and system thinking account for 23.9% of the variance in nursing process competency among early-career nurses. Transition shock is an inevitable phenomenon among early-career nurses, negatively affecting their competency in the nursing process. System thinking buffers this adverse effect and significantly augments nursing process competency among this set of nurses. Predicting and mitigating transition shock among early-career nurses is pivotal in building nursing process competency. Nurse educators must develop curricula that cultivate system thinking skills among nursing students, which enables them to buffer transition shock after graduation.

Clinical gerontological nursing competence among licensed practical nurses in healthcare services—A descriptive cross‐sectional study

AbstractAimThis study aimed to describe self‐assessed clinical gerontological nursing competence and its associated factors among licensed practical nurses.DesignA descriptive cross‐sectional design was adopted for the study.MethodsData were collected in Autumn 2023 from 394 licensed practical nurses working in healthcare services for older people in one well‐being services county in Finland. The nurses, recruited through convenience sampling, were surveyed using a 40‐item self‐assessment clinical gerontological nursing competence instrument (on a Likert scale from 1 = poor to 5 = excellent). Descriptive statistical methods were used to analyse the results.ResultsParticipants mainly assessed their clinical gerontological competence as good. Competence in using assistive devices to support functional ability was assessed as very good, while competence in postoperative wound care was assessed as the weakest. Participants working in 24‐h services assessed their competence as the weakest among the three clinical gerontological nursing areas. Participants under 40 years of age with 5–10 years of work experience self‐assessed statistically significantly stronger competence in disease‐specific nursing than those over 40 with less work experience.ConclusionThe self‐assessed competence of licensed practical nurses varies across different service and care units. Competence in wound care requires more focus and education in the future. Attention should also be paid to competence development in different educational areas, for example, through continuous education and competence development models. The results could facilitate licensed practical nurses' competence development and management in clinical gerontological nursing. The study's insights can also guide allocating resources and education to ensure high‐quality care in different service areas.

Competence and Training Needs in Infectious Disease Emergency Response Among Chinese Nurses: Cross-Sectional Study.

In recent years, the frequent outbreaks of infectious diseases and insufficient emergency response capabilities, particularly issues exposed during the COVID-19 pandemic, have underscored the critical role of nurses in addressing public health crises. It is currently necessary to investigate the emergency preparedness of nursing personnel following the COVID-19 pandemic completely liberalized, aiming to identify weaknesses and optimize response strategies. This study aimed to assess the emergency response competence of nurses, identify their specific training needs, and explore the various elements that impact their emergency response competence. Using a multistage stratified sampling method, 5 provinces from different geographical locations nationwide were initially randomly selected using random number tables. Subsequently, within each province, 2 tertiary hospitals, 4 secondary hospitals, and 10 primary hospitals were randomly selected for the survey. The random selection and stratification of the hospitals took into account various aspects such as geographical locations, different levels, scale, and number of nurses. This study involved 80 hospitals (including 10 tertiary hospitals, 20 secondary hospitals, and 50 primary hospitals), where nurses from different departments, specialties, and age groups anonymously completed a questionnaire on infectious disease emergency response capabilities. This study involved 2055 participants representing various health care institutions. The nurses' mean score in infectious disease emergency response competence was 141.75 (SD 20.09), indicating a moderate to above-average level. Nearly one-fifth (n=397, 19.32%) of nurses have experience in responding to infectious disease emergencies; however, they acknowledge a lack of insufficient drills (n=615,29.93%) and training (n=502,24.43%). Notably, 1874 (91.19%) nurses expressed a willingness to undergo further training. Multiple linear regression analysis indicated that significant factors affecting infectious disease emergency response competence included the highest degree, frequency of drills and training, and the willingness to undertake further training (B=-11.455, 7.344, 11.639, 14.432, 10.255, 7.364, and -11.216; all P<.05). Notably, a higher frequency of participation in drills and training sessions correlated with better outcomes (P<.001 or P<.05). Nurses holding a master degree or higher demonstrated significantly lower competence scores in responding to infectious diseases compared with nurses with a diploma or associate degree (P=.001). Approximately 1644 (80%) of the nurses preferred training lasting from 3 days to 1 week, with scenario simulations and emergency drills considered the most popular training methods. These findings highlight the potential and need for nurses with infectious disease emergency response competence. Frequent drills and training will significantly enhance response competence; however, a lack of practical experience in higher education may have a negative impact on emergency performance. The study emphasizes the critical need for personalized training to boost nurses' abilities, especially through short-term, intensive methods and simulation drills. Further training and tailored plans are essential to improve nurses' overall proficiency and ensure effective responses to infectious disease emergencies.

Analysis of influencing factors of orthopedic nurses' spiritual care competencies based on structural equation model.

To comprehensively understand the spiritual care competencies of orthopedic nurses and analyze the factors that affect them. This study employed convenience sampling to conduct a cross-sectional survey among orthopedic nurses at Hefei First People's Hospital. Data was collected utilizing a general information questionnaire, alongside the Chinese versions of the Spiritual Care Competence Scale, the Spiritual Care Perspective Scale, the Professional Identity Assessment Scale, and the Hospital Ethical Climate Scale. Guided by the Person-Environment Fit theory and the Triadic Reciprocal Determinism theory, a structural equation model was utilized to analyze the influencing factors and pathways related to the spiritual care competence of orthopedic nurses. A total of 112 valid questionnaires were obtained, yielding an overall score of 68.92 ± 11.03 for orthopedic nurses' spiritual care competencies, with an average score of 3.14 ± 0.50 per item. The results of the Pearson correlation analysis revealed a significant positive correlation (all P < 0.01) between spiritual care competence and the scores for spiritual care perspective, professional identity assessment, and hospital ethical climate. The spiritual care perspective, professional identity, and hospital ethical climate emerged as the influencing factors of orthopedic nurses' spiritual care competence, exhibiting total effects of 0.30, 0.53, and 0.85, respectively. Notably, the hospital ethical climate exerts an indirect influence on spiritual care competence through the mediation of spiritual care perspective and professional identity, with the indirect effect accounting for 61.18% of the total effect. There remains significant potential for enhancing the spiritual care competencies of orthopedic nurses. The hospital's ethical climate not only has a direct and positive impact on spiritual care competence but also indirectly influences it through the lens of nurses' spiritual care perspectives and professional identity assessments. Hospital administrators may wish to consider strategies for bolstering the hospital's ethical climate, fostering a deeper spiritual care perspective and heightened professional identity among nurses, and ultimately improving their spiritual care competence.

Bachelor nursing competencies to care for children in hospital and home settings: A Delphi study

BackgroundCaring for children from birth to adulthood requires extensive knowledge and skills specific to that population. In Switzerland, bachelor's nursing degree programs focus primarily on generalist competencies and may be insufficient for registered nurses to provide appropriate and safe care to sick children and their families. ObjectiveThis study aimed to identify the competencies required for generalist nurses to care for children and their families in hospital and home-care settings. DesignA multicentered descriptive study was used. ParticipantsRegistered nurses' experts in their respective pediatric field were recruited via a regional network for pediatric nursing education in the French and Italian speaking part of Switzerland. MethodsA 3-round Delphi e-survey was used to develop a list of competencies. ResultsRound 1 consisted of mapping 23 competencies clustered in seven domains, from four competency models by a panel of eight experts. Consensus was reached in Round 2 and 3, by 129 and 132 participants, respectively. After Round 3, all 23 competencies were rated expected or very much expected. The seven domains of competencies identified as most important were “Advocacy and Moral Agency” (cum. mean: 4,5), “Diversity Families Responsiveness” (cum. mean: 4,5), Collaboration (cum. mean: 4,4), Caring Practices (cum. mean: 4,4), Clinical Judgment and Inquiry (cum. mean: 4,4), Facilitating Learning (cum. mean: 4,3) and System Thinking (cum. mean: 4,2). ConclusionThe comprehensive list of 23 competencies for nurses to care for sick children and their families in hospital and community settings, provides a solid base to review and benchmark existing nursing under-graduate program in Switzerland and beyond.

Self-reported pain assessment, core competence and practice ability for palliative care among Chinese oncology nurses: a multicenter cross-sectional study

ObjectiveThe study was to survey the current situation and explore the relationship between pain assessment ability, palliative care core competence and palliative care practice ability among oncology nurses in mainland China.MethodsA multicenter cross-sectional study design was employed. Study data were collected in 26 tertiary hospitals among 1198 registered oncology nurses in the oncology department in Hubei province, China. A web-based survey was conducted using a stratified random integral sampling method to obtain data. All variables were measured using standardized instruments. Data was analyzed using SPSS 26.0 and AMOS 26.0 statistical software. All statistical tests were two-sided, with the significance level set at P < 0.05. The structural equation model was utilized to test the mediation effect of pain assessment ability on the pathway from palliative care core competence to palliative care practice ability.ResultsThe mean scores for pain assessment, core competence and practice ability were 125.68 (SD = 31.16), 76.67 (SD = 19.59) and 67.17(SD = 12.57), respectively. Pearson correlation analysis revealed significant positive correlations among the PCPS, EPCS, and Self-PAC scores of the oncology nurses (P < 0.01). The association between core competence and palliative care practice ability was mediated by pain assessment ability (ES = 0.125, 95%CI: 0.090–0.168).ConclusionsTo enhance the effectiveness of palliative care practice, managers need to strengthen the core competencies of palliative care nurses and their ability to assess patients’ pain, as these two factors will promote the practical abilities of oncology nurses.

Enhancing palliative care for oncology patients: The effect of educational intervention on nurses competency and Attitude

Background: Cancer is the second leading cause of death so the need for palliative care has increased to enhance patient’s quality of life and alleviate suffering. Nurses level of competency and attitude about palliative care are important factors affecting quality of care applied for patients. Aim: Assess and evaluate the nurses' competency and attitude regarding palliative care of cancers patients. Design: Pre -experimental (one group pre/posttest) design. Sample: A convenient sample of all available nurses (120). Setting: The study was carried out in Aswan Oncology Institute. Tools: Tool I: A structured interview questionnaire for nurses to assess nurse’s knowledge regarding palliative care, tool II: Nurses' observational checklist to assess nurses’ practices related to palliative care and tool III: Nurses' attitude toward palliative care. Results: The total score of nurses' knowledges had improved from 51.8% to 75.9% pre/post the intervention, concerning nurses’ total practices ,39.3% of the studied nurses had competent level of practice pre the intervention which improved to (82.1%) post intervention. Hundred percent of the studied nurses had negative attitude pre-palliative care intervention, while post 43.8% had negative attitude. Conclusion: Palliative care training package had significant improvement in nurses' attitude and competencies. Recommendations: Continuous in-service training program should be conducted periodically in order to update nurses' knowledge and improve their competencies levels regarding palliative cares.

Promoting Global Health Knowledge and Cultural Competence of Swedish and Somali Nursing Students Through Collaborative Virtual Seminars: A Qualitative Descriptive Study.

Engaging nursing students in transdisciplinary learning and collaborative activities will prepare them for future roles in promoting global health knowledge and cultural competence. The purpose of this study was to describe undergraduate nursing students' experiences of participating in collaborative virtual seminars intended to promote global health knowledge and increase cultural competence between a university in Sweden and a university in Somaliland. A qualitative descriptive study using semi-structured individual interviews and focus group discussions was conducted. Notably, 27 nursing students who participated in a collaborative virtual seminar were included. Data were analyzed using inductive qualitative content analysis. Nursing students reported having gained profound comprehension of and a broadened perspective on global health, cultural awareness, and curiosity crucial for their roles as future global nurses. Fostering global health knowledge and cultural competence among nursing students through collaborative virtual seminars is advantageous as it enhances their cultural competence in nursing.

Electrocardiogram Interpretation Competency Among Emergency Nurses in Jordan: A Cross-Sectional Study

Background: Electrocardiogram (ECG) is considered one of the most frequently carried out diagnostic tests in emergency rooms. To develop and refine the competencies of emergency nurses, it becomes imperative to assess the current level of knowledge and practice among nurses regarding ECG and other diagnostic tests. The study aimed to assess the ECG interpretation competency and its associated factors among emergency nurses in Jordan. Materials and Methods: A descriptive cross-sectional study was conducted from December 2022 to March 2023. Data were collected from 287 Jordanian emergency nurses working in six governmental, private, and teaching hospitals, and they had at least 1 year of clinical experience. Badell-Coll ECG Interpretation Competency Questionnaire was used in this study. Descriptive analyses were conducted using an independent t-test and one-way analysis of variance. A statistical significance of P &lt; 0.05 was assumed. Results: Approximately, 61.43% of emergency nurses had been involved in educational sessions on ECG interpretation. The mean of the total participants’ score on the ECG assessment tool was 4.35 out of 10. Significant differences were found in the ECG interpretation competency scores based on the highest educational level (t285= -0.64, P &lt; 0.001), job title (t285= -5.91, P &lt; 0.001), and previous engagement in ECG training sessions (t285 = 2.50, P = 0.013). Conclusions: The level of emergency nurses’ ECG interpretation competency was low. Nurses should engage in ECG refreshing courses to improve their ability to detect arrhythmias early. Efforts should be made to improve the nursing educational curricula and ECG training sessions by employing electronic systems and addressing both basic and advanced arrhythmias.

Relationship Between Determinant Factors of Nurse Competency in Disaster Mitigation in 5 Community Health Centers in Ende

This research aims to determine factors related to nurse competency in disaster mitigation. This research is a descriptive analytical study with a cross sectional approach. The population in this study were all nurses in 5 Community Health Centers in Ende City. Sampling used a purposive sampling technique with an instrument in the form of a questionnaire. Data were processed using SPSS software with a multiple regression test. The research results showed that there was no relationship between age, gender, education level, length of service and participation in disaster training with nurses' competency in carrying out disaster mitigation. Meanwhile, the level of education and knowledge, length of service and attitudes and competence of nurses in disaster mitigation have a significant relationship

Korean nurses' knowledge, opinions and current practice of trauma-informed pediatric nursing care in South Korea: a descriptive study.

This study aimed to investigate the knowledge, opinions, competence, and barriers of nurses providing trauma-informed care (TIC) to children in hospitals. Data were collected from 198 nurses nationwide using the TIC Provider Survey developed by the Center for Pediatric Traumatic Stress in July, 2024. Descriptive statistics, t tests, and one-way ANOVA were conducted using the IBM SPSS Statistics software (ver. 23.0, IBM Corp.). Of the 13 items assessing knowledge of TIC, seven had a correct response rate of over 90%. However, the correct response rate for these three items were less than 30%. Regarding opinions on the TIC, more than 90% of participants agreed with five of the seven items. In self-rated competence in providing TIC, they were not competent in responding to a child's (or parent's) questions about whether the child is going to die or understanding how traumatic stress may present differently according to developmental stages. The major barriers to providing TIC were time constraints, lack of training, and organizational support. Items with relatively low performance rates were 'teach parents what to say to their child after a difficult/sick/scary experience, and teach child or parents the specific ways to cope with unpleasant experiences'. This study suggests that it can contribute to the development of specific guidelines for nurses to effectively apply TIC in pediatric and family nursing practice, emphasizing the need for educational programs to support this implementation.