The innovation of science and technology in healthcare systems and the increased need for quality of life among patients and families demands a redesigned academic model to foster graduates with high levels of competence, knowledge and skills (Mohieldein, 2017). Bryar et al. (2011 and the World Health Organization (2001) identified a group of professional competencies for Registered Nurses (RNs) that were important for providing patients with high-quality, safe care. In particular, there is strong evidence that professional competencies, such as Bachelor of Science in Nursing (BSN) degrees, among RNs enhance high-quality nursing care, which promotes patient safety (Aiken et al., 2014).In Korea, the undergraduate programme aims to nurture competent nurses, and the educational content and learning process are determined by the learning outcomes (Kim, 2012a). The Korean Accreditation Board of Nursing Education (KABONE) has been evaluating the bachelor's degree programme in nursing through a 5 years certification system since 2004. In accordance with the Medical Act, all universities in Korea must obtain a nursing education certification

Objective Accumulating evidence of the effects of dementia caregiving on individuals, society, and health has generated intervention studies to reduce the stress among family caregivers of people with dementia. This study aims to evaluate the effectiveness of a family support program, community-based dementia caregiver intervention (CDCI), among family caregivers of people with dementia compared with a control group (no intervention). Patients and Methods This study is a quasi-experimental, non-randomized controlled trial conducted in six dementia relief centers of a community healthcare center in Korea. Family caregivers of 83 patients with dementia were recruited; of these 78 were included in the final study, with 40 in the intervention group and 38 in the control group. Analysis of covariance (ANCOVA) was used to compare the mean difference in the scores of the total short-form Zarit Burden Interview (SZBI), personal strain, role strain, depression, and attitude between the groups. Results Compared with controls, in the intervention group, the adjusted mean score of personal strain (F = 4.353, t = 0.041) and attitude toward dementia (F = 10.284, t = 0.002) differed significantly after the intervention, with a small to moderate effect. There was no significant difference in the total SZBI, role strain, or depression mean score. Conclusion The findings suggest that CDCI may be an effective intervention strategy to reduce personal strain and enhance the attitudes of family caregivers of people with dementia.

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This study aimed to examine the association of COVID‐19‐related stress, anxiety, access to public healthcare services, and the presence of secondary caregivers (CGs) on the burden of caregiving and health‐related quality of life (HRQoL) for CGs of people with dementia (PwD). A cross‐sectional survey with 218 family CGs for PwD was completed in various settings between August and September 2021. The CGs had moderate and severe stress (42.7%) and reported having difficulty accessing public healthcare services (51.8%) and receiving help from secondary CGs (42.7%). In the multivariable linear regression, the stress and anxiety levels related to COVID‐19 had a positive association with caregiver burden (β = 4.25, p < 0.001, and β = 5.73, p = 0.032, respectively), with no statistically significant association to HRQoL. Unexpectedly, accessing public healthcare services and supporting the secondary CGs were unrelated to the caregiving burden and HRQoL. Therefore, interventions aiming to alleviate family CGs' stress and anxiety levels should be provided to ensure PwD live in their homes in terms of continuity of public health service delivery.

Background: This study explored students’ experiences of Havruta learning in an online research methodology course and identified ways to improve course quality. Method: Participants were 168 nursing students who enrolled in a research methodology course in 2020, and their responses to open-ended questions collected after the Havruta learning sessions were analyzed using qualitative content analysis. Results: Havruta learning had a positive effect on academic achievement, including the development of self-directed learning attitudes, and strengthened basic skills for evidence-based practice (EBP), such as critical thinking, communication, and collaboration, as well as EBP competency. Additionally, areas of improvement related to the instructional design, orientation, and class content of the course were identified. Conclusion: Havruta Learning can be used as an effective teaching and learning method to cultivate the core competencies required by university students. Moreover, continuous course quality improvement activities are required to improve students’ satisfaction and academic achievement.