Global Health and Nursing (Global Health Nurs) is an official peer-reviewed journal of the Research Institute of Nursing Science, Pusan National University, and seeks to contribute to development of research, theories, clinical practice, education, and policy by publishing articles of the highest standard relevant to nursing, midwifery and other health related professions. Global Health and Nursing (Global Health Nurs) has been published since 2011 to disseminate research findings in nursing. Based on its achieving the required qualifications, the journal has been accredited since 2019 after being certified as a candidate journal in 2016. The journal is published twice a year on 31st January and 31st July.
Purpose: This scoping review aims to explore the challenges encountered by undergraduate nursing students during the COVID-19 pandemic and the strategies employed to address these challenges in the context of clinical teaching. Methods: A systematic search was conducted across electronic databases, including PubMed, Embase, CINAHL, and the Cochrane Library. A total of twenty-nine studies were included. Data extraction and synthesis were performed to identify key issues faced by nursing students and the strategies implemented by educators and institutions. Results: The analysis of this study revealed several significant issues encountered by undergraduate nursing students during the pandemic, including limited interaction and communication, changes in healthcare practices, emotional and psychological impact, and limited supervision and support. To address these challenges, various strategies were employed, such as telehealth, simulation, case studies, virtual tours, online forums, and video lectures. These strategies aimed to provide alternative avenues for clinical learning and foster critical thinking and decision-making skills. Conclusion: This scoping review highlights the critical issues faced by undergraduate nursing students during the COVID-19 pandemic and the diverse strategies implemented to mitigate these challenges. The findings underscore the importance of adapting clinical teaching methodologies to ensure educational continuity during times of disruption. The identified strategies provide valuable insights for nursing educators and institutions seeking innovative approaches to enhance clinical teaching. Future research should focus on evaluating the long-term outcomes and effectiveness of these strategies while exploring additional innovative approaches to optimize nursing education during times of crisis.
Purpose: This qualitative study aimed to explore the attributes of spiritual nursing and provide a basis for the necessary education to enhance spiritual nursing performance. Methods: The participants in this study were nine nurses with experience in performing spiritual nursing. Data were collected from October to November 2022 through individual interviews using open and semi-structured questions. The content analysis method was used for data analysis. Results: The results revealed three themes and nine sub-themes, namely, “Care that brings peace of mind,” “Care that restores the meaning and purpose of life,” and “Care that strengthens inner strength through faith.” Conclusion: Nurses' experiences of spiritual nursing derived from this study will help in understanding the attributes of spiritual nursing. Additionally, the results of this study are expected to serve as preliminary data for the development and application of spiritual nursing education programs.
Purpose: This study aims to identify the coping styles of various high-risk mothers and differences in pregnancy stress and mother-fetal attachment according to the coping types. Methods: Participants included 125 pregnant women who visited the obstetrics and gynecology outpatient department or were admitted to the maternity-fetal intensive care unit. Data were collected through a self-report questionnaire covering pregnancy stress, mother-fetal attachment, coping, and general characteristics. The SPSS 27.0 program was used to analyze the data. Coping types were analyzed using cluster analysis, and differences in pregnancy stress and fetal attachment between groups were analyzed using the T-test and the Mann-Whitney U test. Results: High-risk pregnant women scored 2.65±0.63, 3.13±0.43, and 1.37±0.33 for pregnancy stress, fetal attachment, and coping, respectively.
Cluster analysis revealed two coping types. The high-coping group used four more coping strategies than the low-coping group. Pregnancy stress (t=2.028, p=.045) and fetal attachment (U=-1442.000, p=.012) were higher and lower, respectively, in the low-coping group than in the high-coping group. Conclusion: To reduce stress and strengthen fetal attachment in high-risk pregnant women, it is helpful to actively use various coping strategies, depending on the situation. Therefore, coping skill training should be provided to high-risk pregnant women so that they have the ability to use various coping strategies rather than only specific coping strategies.