A program led by school nurses that integrated and applied self-efficacy and self-regulation intervention strategies proved effective for prevention of students' internet addiction.

Aim To examine the effects of neonatal simulation‐based practice by applying flipped learning based on Tanner's clinical judgement model to pre‐simulation briefing for nursing students. Design A quasi‐experimental non‐equivalent control group pre‐ and postintervention design. Methods Using Tanner's clinical judgment model, flipped learning was developed and applied to the pre‐simulation briefing curriculum prior to the neonatal nursing simulation exercise. Flipped learning was compared with a general pre‐simulation briefing with 65 South Korean students. From September 7, 2019, to October 25, 2019. Results The experimental group's critical thinking, self‐confidence and clinical judgement ability increased, but knowledge, satisfaction and anxiety did not differ from that of the control group. Pre‐simulation briefing design focuses on improving students’ environmental comfort and reducing anxiety rather than developing complex reasoning skills and clinical judgement abilities. Applying flipped learning based on Tanner's clinical judgement model to pre‐simulation briefing increased critical thinking, self‐confidence and clinical judgement ability.

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The purpose of this study aimed to find the effect of emotional intelligence and self-efficacy on clinical competence of the Korean nursing students. A total of 199 nursing students participated in this study. Data collection was conducted through the use of questionnaires constructed to include Wong & Law Emotional Intelligence Scale (WLEIS), General Self-efficacy Scale, and the Clinical Competence Scale. As a result, emotional intelligence, self-efficacy, and clinical competency of the Korean nursing students were found to be at moderate levels(Emotional intelligence: M=4.7, SD=0.81; Self-efficacy: M=3.2, SD=0.34; Clinical competency: M=3.4, SD=0.56). Also, the nursing students with higher grades and satisfaction on clinical practice were found to have significantly higher emotional intelligence, self-efficacy, and clinical competence. Moreover, there were significant positive correlations between emotional intelligence and clinical competency(r=.566, p<.001), self-efficacy and clinical competency(r=.440, p<.001). The factors affecting clinical competency were emotional intelligence, self-efficacy, and gender. They amounted to 49.3% in clinical competency. These results indicate a need to develop effective teaching methods and learning strategies to promote clinical competency of the nursing students.■ keyword :|Emotional Intelligence|Self-efficacy|Clinical Competence|Nursing Students|

Purpose: The aim of this study was to investigate internet addiction among middle school students and to examine the mediating effects of social support in the relationships of self-efficacy and self-control with internet addiction.Methods: The participants in the study were 119 middle school students in J city. The measurements included a self-efficacy scale, a self-control scale, a social support scale, and the Internet Addiction Scale for Youth. Data were analyzed using the independent t-test or Mann-Whitney U test, one-way analysis of variance, the Scheffé test, Pearson correlation coefficients, and multiple-regression using SPSS version 22.0. Mediation effects were analyzed by the Sobel test and Baron and Kenny's hierarchical analysis technique.Results: Significant correlations were found among self-efficacy, self-control, and internet addiction. Social support had partial mediating effects in the relationship between self-efficacy and internet addiction, as well as in the relationship between self-control and internet addition.Conclusion: In order to prevent internet addiction, the promotion of interactions among peers, which is a component of social support, is particularly important. It is also necessary to promote face-to-face activities that can strengthen relationships. The findings suggest that intensifying social support may help reduce the level of internet addiction in middle school students.