Mijeong Park

Purpose: The aim of this study was to explore the continuous usage intention of head-mounted display-based virtual reality (HMD-based VR) content among college students. The study also sought to understand how this intention is influenced by factors related to personal cognition, social aspects, VR content, and HMD-related elements.Methods: This descriptive correlational study used a self-report questionnaire to survey 217 students from two universities in Korea who had prior experience with HMD-based VR content.Results: The mean score for continuous usage intention of HMD-based VR content was 2.59±0.57 points (range, 1–5 points). Regarding the average frequency of HMD-based VR content usage, 64.5% of participants reported using it 1 to 2 times, while 91.7% indicated a total HMD-based VR usage period of less than 6 months. Factors such as personal cognition, VR content, social aspects, and HMD-related elements had explanatory power of 35.1%, 10.7%, 4.4%, and 2.5%, respectively, for the continuous usage intention of HMD-based VR content. Additionally, engagement (β=.45, p<.001), influential others (β=.37, p<.001), environmental support (β=–.18, p=.030), and cyber sickness (β=–.21, p=.001) were identified as having a significant influence.Conclusion: When developing HMD-based VR content, strategies to improve users’ personal cognition should be included. Additionally, it is necessary to develop strategies that enhance enjoyment and interest in the content, while also facilitating ongoing social support. Furthermore, coping strategies should be devised that take into account cyber sickness, a potential side effect of these devices.

This study aimed to (1) develop a version of the cognitive rehearsal program that is suitable for cyberbullying and (2) apply the m-learning method to evaluate its effectiveness among head nurses. This study was conducted in July 2021 and comprised 69 South Korean university hospital head nurses. It was evaluated using a nonequivalent control group pretest-posttest and a quasi-experimental design. The program was developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) step process, consisting of 10 scenarios. Variables with proven reliability were used in the program effect measurement. The differences between the experimental and control groups were examined using an independent t-test (perception) or the Mann–Whitney U test (symptom experience, knowledge, and turnover intention). The program positively affected and improved head nurses’ knowledge and perception of workplace cyberbullying; however, it elevated their symptom experience and had no immediate impact on turnover intention. The developed program could be applied as a valuable educational strategy in the nursing field. Head nurses act as intermediaries between individuals and the organization. Therefore, they must respond with in-depth knowledge and perceptions of cyberbullying to fulfill their responsibilities of identifying, mediating, and managing cyberbullying among hospital team members.

Bullying makes learning difficult for nursing students, and using real-life scenarios during training can improve the understanding of workplace bullying. Thus, to mitigate bullying experienced by nurses, this study developed and evaluated a cognitive rehearsal education program that constituted training nursing students through role-play simulations. A mixed-method research design was used to evaluate 39 nursing students from two universities. A quasi-experimental research design was applied to assess symptoms, knowledge, and perceptions of bullying, and a focus group interview was conducted with six participants. Quantitative analyses revealed that the program improved participants’ knowledge and perceptions but not their symptoms. The focus group interview revealed that the program improved participants’ coping skills and desire for education. This program could be effective in raising awareness of workplace bullying and increasing relevant coping skills. It can be further developed as part of an overall strategy to manage workplace bullying and its consequences in hospital settings.

Bullying makes learning difficult for nursing students, and using real-life scenarios during training can improve the understanding of workplace bullying. Thus, to mitigate bullying experienced by nurses, this study developed and evaluated a cognitive rehearsal education program that constituted of training nursing students through role-play simulations. A mixed-method research design was used to evaluate 39 nursing students from two universities. A quasi-experimental research design was applied to assess symptoms, knowledge, and perceptions of bullying, and a focus group interview was conducted with six participants. Quantitative analyses revealed that the program improved participants’ knowledge and perceptions, but not their symptoms. The focus group interview revealed that the program improved participants’ coping skills and desire for education. This program could be effective in raising awareness of workplace bullying and increasing relevant coping skills. It can be further developed as part of an overall strategy to manage workplace bullying and its consequences in hospital settings.

Aims The purpose of this study is to investigate the effect of workplace cyberbullying on nurses’ symptom experience and turnover intention. Background While face‐to‐face workplace bullying occurs frequently in nursing organizations, workplace cyberbullying has rarely been studied. Method This is a cross‐sectional descriptive study using self‐reporting surveys of 249 nurses from 20 hospital. Results The prevalence of workplace cyberbullying was 8% and the mean was 1.11 ±0.31. Factors influencing symptom experience were workplace cyberbullying and perceived organizational support, while factors influencing turnover intention were workplace cyberbullying, perceived organizational support, and educational level. Conclusions Workplace cyberbullying and perceived organizational support are factors that significantly influenced both symptom experience and turnover intention in nurses working in hospital settings. Managing workplace cyberbullying can reduce the negative effects on nurses’ symptom experience and turnover intention. This suggests that the management of workplace cyberbullying by a nursing organization is essential. Implications for Nursing Management Nursing managers need to focus on the control and prevention of workplace cyberbullying as well as traditional forms of bullying. Managing workplace cyberbullying can reduce negative effects on nurses’ symptom experience. Interest in and prevention of workplace cyberbullying would decrease turnover intention and stabilize the nursing organization and the workforce.

Aims and objectives: To investigate the current state of face‐to‐face bullying and cyberbullying among nurses in the workplace and to identify the effects of nursing organisational culture on face‐to‐face bullying and cyberbullying.Background: It is important to accurately examine the current state of workplace bullying to acknowledge the gravity of the situation faced by nurses and devise prevention strategies. Electronic communication by computer or smartphone is widely used as a prompt and efficient means of facilitating nursing work; however, this leads to the possibility of cyberbullying as well as face‐to‐face bullying among nurses.Design: Descriptive cross‐sectional study.Methods: A total of 226 staff nurses working in one of five upper tertiary hospitals in Korea with a career of 10 years or shorter were surveyed using a self‐reported questionnaire. The collected data were evaluated using various statistical analyses, including hierarchical regression. Our study was applied to the STROBE checklist of items.Results: The mean face‐to‐face bullying score was 1.32 ± 0.53 and the cyberbullying score was 1.14 ± 0.37 (possible range: 1–5); most were work‐related negative experiences. The explanatory power of nursing organisational culture for face‐to‐face bullying was 6.3%, and relation‐oriented culture and hierarchy‐oriented culture were major factors affecting face‐to‐face bullying. The explanatory power of nursing organisational culture for cyberbullying was 4.3%, and relation‐oriented culture was a major factor affecting cyberbullying.Conclusions: Relation‐oriented culture had a significant effect on both face‐to‐face bullying and cyberbullying. Therefore, organisations should strive to foster a relation‐oriented nursing organisational culture in order to prevent and resolve workplace bullying among nurses.Relevance to clinical practice: Cyberbullying should be addressed as an important type of workplace bullying in nursing, which occurs via various information and communication devices. To prevent workplace bullying among nurses, various strategies that promote relation‐oriented nursing organisational cultures should be considered.

Vulvar self-examination (VSE) is an essential examination that all women should perform monthly, as it enables potential patients to discover vulvar cancer in early stage. In this study, a survey was conducted to identify the factors that affect Korean young women’s willingness to conduct VSE. Willingness to conduct VSE was higher if the perceived benefit and the individual health motivation were higher. However, it was lower if the perceived barriers were higher. The systematic strategies should be included in VSE education programs to increase perceived benefits of, and health motivation for conducting VSE while reducing the perceived barriers to VSE.

Park M. Korean J Adult Nurs. 2016 Aug;28(4):482-490. https://doi.org/10.7475/kjan.2016.28.4.482