Haeryun Cho

Purpose: This study aimed to identify the factors associated with nurse–parent partnerships in pediatric settings and examine the elements involved in their formation based on national and international literature. The findings aim to inform future research directions.Methods: A scoping review was conducted in February 2025 following established methodological frameworks. Studies published in English or Korean were searched across electronic databases, including RISS, KMbase, KoreaMed, NDSL, DBpia, PubMed, CINAHL, MEDLINE, and Web of Science. In total, 912 records were identified, and 35 were included in the final analysis.Results: Most studies were descriptive in design and were published after 2016, with a predominance of research conducted in South Korea. Nurse-related factors, including self-efficacy, emotional labor, emotional intelligence, communication competence, and clinical decision-making, were associated with nurse–parent partnerships. Parent-related factors were relatively limited. Researchers reported significant correlations between several variables, including nursing professionalism, intention to stay, and fatigue, and nurse–parent partnerships. Outcomes associated with nurse–parent partnerships included quality of care, job satisfaction, job stress, and nursing competence. Parent-related outcomes included anxiety, parental satisfaction, self-efficacy, and readiness for discharge. The major elements of partnership formation included respect, communication, information sharing, emotional support, individualized care, and parental participation.Conclusion: Future research should expand experimental studies to promote nurse–parent partnerships. Researchers should include parents in future studies given their significance in pediatric settings. Additional research is needed to identify antecedent and outcome factors by incorporating a broader range of related variables.

Background: Developmentally supportive care (DSC) for preterm infants is essential for promoting optimal growth and neurodevelopment in neonatal intensive care units (NICUs). However, successful implementation of DSC depends not only on institutional systems but also on individual nurse attributes. Purpose: This study aimed to examine the influence of self-leadership, emotional intelligence (EI), and nursing professionalism on DSC competency among NICU nurses. Methods: A descriptive cross-sectional survey was conducted with 130 NICU nurses from 8 hospitals in South Korea. Data were collected using validated instruments measuring self-leadership, EI, nursing professionalism, and DSC competency. Statistical analyses included descriptive statistics, independent t-tests, ANOVA, Pearson correlations, and multiple linear regression. Results: The mean DSC competency score was 2.83 of 4, with “professional development” scoring the lowest among its subdomains. DSC competency levels were higher among nurses who were married, had children, had longer clinical experience, were assigned more than 4 patients, and reported higher monthly income. EI (β = 0.41, P < .001), nursing professionalism (β = 0.28, P < .001), more than 10 years of total clinical experience (β = 0.27, P = .011), and self-leadership (β = 0.25, P = .003) were identified as significant predictors of DSC competency, explaining 69% of the variance. Implications for Practice and Research: Findings suggest that psychosocial attributes—particularly EI—are critical enablers of developmental care. Interventions aimed at fostering EI, nursing professionalism, and self-leadership may provide a useful framework for future research examining strategies to support DSC competency in NICU settings.

Purpose: This pilot study investigated the effects of an mHealth-based post-neonatal intensive care unit (NICU) discharge intervention on parenting self-efficacy and attachment among parents of preterm infants and explored its potential for wider implementation. Methods: This study employed a nonequivalent control group pretest and posttest design at a Level IV regional NICU referral center in South Korea. Forty parents of preterm infants were recruited and equally divided into the experimental and control groups. The final analysis included data from 15 parents per group. The experimental group received a 1-week intervention via Todak-Todak, a mobile app providing educational content, developmental play activities, diary function, and interactive communication with NICU nurses. Descriptive statistics, chi-square tests, and paired t -tests were used for data analysis. Results: Parenting self-efficacy significantly improved in the experimental group ( t = 3.86, P = .002), whereas the control group showed no change ( t = 0.98, P = .343). Although attachment scores increased in the experimental group, they were statistically insignificant ( t = 1.98, P = .068), whereas the control group showed no change ( t = 0.00, P > .999). Conclusion: Therefore, mHealth-based interventions were effective for fostering parenting self-efficacy among parents of preterm infants. The positive trend observed in parent–infant attachment suggests the need for long-term interventions to verify their impact. Clinical Implications: mHealth-based interventions offer practical, accessible, and cost-effective support to parents after NICU discharge. Replication with larger samples and longer durations is warranted to validate its effectiveness and guide integration into structured parental education.

Purpose: This study aimed to conduct a scoping review of studies on interventions for the prevention of safety accidents involving infants. Methods: The scoping review method by Arksey and O'Malley was used to conduct an overview based on information spanning a wide range of fields. Multiple electronic databases, PubMed, CINAHL, RISS, and KISS, were searched for articles written in English or Korean published from 2012 to the present on safety accident prevention interventions. A total of 2,137 papers were found, and 20 papers were ultimately analyzed. Results: Most studies were conducted in the United States (55.0%) and in the medical field (45.0%), and most were experimental studies (35.0%). The results were organized across five categories: 1) preventive precautions, 2) characteristics of children's developmental stages, 3) encouraging voluntary participation, 4) continuity of interventions, and 5) teaching methods. Conclusion: Safety accident prevention interventions should cover the establishment of a safe home environment, include voluntary participation, and provide routine follow-up interventions. Additionally, practical training and teaching methods that incorporate feedback rather than a lectureoriented approach should be adopted.

Aim: To identify the effectiveness of a combined intervention of 25° upper body elevation and hand massage in patients undergoing radiofrequency catheter ablation.Design: A quasi‐experimental study using a non‐equivalent control group pre‐test–post‐test design.Methods: A total of 46 participants were assigned to an intervention group (N = 21) and a control group (N = 25). To test the effectiveness of the combined intervention, the major variables were low back pain and discomfort, including physical, psychological and environmental factors.Results: The control group had low back pain, and the physical, psychological and environmental discomfort scores increased over time, whereas the experimental group showed low back pain, and the physical, psychological and environmental discomfort scores were statistically significantly decreased. The combined intervention can be applied in clinical practice not only in patients who have undergone radiofrequency catheter ablation but also in those who require an immobile position due to puncture of a femoral blood vessel.

Purpose: This study aimed to develop and evaluate a mobile application focusing on developmental support care for infants born prematurely.Methods: An application was developed using the analysis, design, development, implementation, and evaluation model. In the analysis phase, previous research was evaluated through big data text-mining and a literature review. In the design phase, the preliminary content of the application was designed, and the content validity and comprehension were verified. A hybrid application was developed and used by eight experts and ten users, who evaluated the layout of the mobile application and their satisfaction with it.Results: The content of the designed application comprised a diary, customized information, developmental play, and community. The mean scores for layout were 3.73±0.47 and 3.43±0.68 out of 4 points among the experts and users, respectively. Users’ mean satisfaction score was 3.70±0.70 out of 5 points.Conclusion: The information provided by the mobile application was evaluated as consistent and systematic. The application was also found to be satisfactory by infants’ parents. The mobile application developed through this study is expected to be effective in supporting the development of children born prematurely.

In self-directed learning, students take the initiative to identify learning goals, choose learning strategies, and evaluate learning outcomes. This study aimed to explore the effects of a self-directed clinical practicum on nursing students’ self-confidence and satisfaction with the clinical practicum. This mixed-methods study used a non-equivalent control group with a pre- and post-test quasi-experimental design and content analysis. Participants were 111 nursing students (experimental group = 55, control group = 56). Quantitative (self-confidence and satisfaction with the clinical practicum) and qualitative (reflective diaries) data were collected. The experimental group had significantly increased scores for self-confidence and satisfaction with the clinical practicum compared with the control group. Four themes regarding the experience of the self-directed clinical practicum were identified: perceived linking of academic knowledge and practice, perceived development of nursing competency, enjoying the clinical practicum, and establishing nursing identity as a student. The self-directed clinical practicum developed as part of this study was found to be an effective education method for nursing students.

Purpose: The purpose of this study was to identify the gaps in research related to developmentally supportive care in the neonatal intensive care unit (NICU). The ultimate goal was to explore directions of further research on developmentally supportive care for premature patients.Methods: The Arksey and O'Malley scoping review method was used. Articles on developmentally supportive care for preterm infants in the NICU, written in English or Korean, were identified through electronic search engines. A total of 279 papers were identified in the initial search, of which 22 full-text papers were included in this review.Results: Several nursing studies have been published in the past 5 years. The important elements of developmentally supportive care were family-centered care and management of the NICU environment. The primary developmentally supportive care interventions were training programs to promote the care competency of NICU nurses.Conclusion: It is necessary to actively develop comprehensive developmental support interventions that consider the various elements of developmentally supportive care for preterm infants. Additional studies should be done to develop programs that provide direct intervention for premature infant and their families.

Background: The concept of developmentally supportive care in preterm infants is of considerable significance in the neonatal intensive care unit (NICU) setting with regard to preventing complications from preterm birth and promoting optimal growth and development. To provide high-quality developmentally supportive care, NICU nurses must possess high levels of knowledge, importance, perception, and competence. Purpose: The purpose of this study was to investigate South Korean NICU nursing staff's level of knowledge concerning developmentally supportive care, as well as the perceived importance, perception, and perceived competence regarding this concept. Methods: This study employed a cross-sectional descriptive design. Between June 1 and 19, 2020, 160 nurses completed a self-report questionnaire pertaining to developmentally supportive care, which covered the aspects of knowledge, perceived importance, perception (including attitudes, perceived behavioral control, subjective norms, and intentions), and perceived competence. Results: The levels of knowledge, attitude, and intention as a subfactor of perception, and perceived competence pertaining to developmentally supportive care were not high. There was no significant difference in the knowledge and perceived competence of skilled nurses compared with novice nurses. However, skilled nurses recognized that they could provide better developmentally supportive care than novice nurses. Perceived competence was positively correlated with perceived importance and perception. Implications for Practice and Research: Systematic educational programs that can enhance developmentally supportive care competence should be provided to NICU staff nurses. These must clarify the importance of developmentally supportive care and improve NICU nurses' knowledge, attitudes, self-efficacy, and intentions.