This study systematically reviewed forest therapy programs designed to decrease the level of depression among adults and assessed the methodological rigor and scientific evidence quality of existing research studies to guide future studies. This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The authors independently screened full-text articles from various databases using the following criteria: (1) intervention studies assessing the effects of forest therapy on depressive symptoms in adults aged 18 years and older; (2) studies including at least one control group or condition; (3) peer-reviewed studies; and (4) been published either in English or Korean before July 2016. The Scottish Intercollegiate Guideline Network measurement tool was used to assess the risk of bias in each trial. In the final sample, 28 articles (English: 13, Korean: 15) were included in the systematic review. We concluded that forest therapy is an emerging and effective intervention for decreasing adults’ depression levels. However, the included studies lacked methodological rigor. Future studies assessing the long-term effect of forest therapy on depression using rigorous study designs are needed.

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We conducted a campus forest-walking program targeting university and graduate students during their lunchtime and examined the physical and psychological effects of the program. We utilized a quasi-experimental design with a control group and a pretest–posttest design. Forty-seven men (M = 25.5 ± 3.8 years) and 52 women (M = 23.3 ± 4.3 years) volunteered to participate (experimental group n = 51, control group n = 48). The intervention group participated in campus forest-walking program once a week for six weeks; they were also asked to walk once a week additionally on an individual basis. Additionally, participants received one lecture on stress management. Post-tests were conducted both just after the program ended and three months after. A chi-square test, t-test, and repeated measures analysis of variance were used to evaluate the effects of the program. Health promoting behaviors (F = 7.27, p = 0.001, ES = 0.27) and parasympathetic nerve activity (F = 3.69, p = 0.027, ES = 0.20) significantly increased and depression (F = 3.15, p = 0.045, ES = 0.18) significantly decreased in the experimental group after the intervention compared to the control group. In conclusion, using the campus walking program to target students during their lunchtime is an efficient strategy to promote their physical and psychological health.

Purpose: This study was performed to determine the physical and psychological effects of an urban forest-walking program for office workers. For many workers, sedentary lifestyles can lead to low levels of physical activity causing various health problems despite an increased interest in health promotion. Methods: Fifty four office workers participated in this study. They were assigned to two groups (experimental group and control group) in random order and the experimental group performed 5 weeks of walking exercise based on Information-Motivation-Behavioral skills Model. The data were collected from October to November 2014. SPSS 21.0 was used for the statistical analysis. Results: The results showed that the urban forest walking program had positive effects on the physical activity level (U=65.00, p < .001), health promotion behavior (t= -2.20, p = .033), and quality of life (t= -2.42, p = .020). However, there were no statistical differences in depression, waist size, body mass index, blood pressure, or bone density between the groups. Conclusion: The current findings of the study suggest the forest-walking program may have positive effects on improving physical activity, health promotion behavior, and quality of life. The program can be used as an effective and efficient strategy for physical and psychological health promotion for office workers.

Purpose: This study was done to develop and test a scale to measure the partnership between pediatric nurses and hospitalized children's parents. Methods: Instrument development process included construct identification based on concept analysis using the hybrid model of Shuwartz-Barcott and Kim (2000), a process which generated 42 initial items. This number was reduced to 35 items through content validity tests by 5 experts and face validity tests by 5 pediatric nurses and 5 parents of hospitalized children. The preliminary Pediatric Nurse Parent Partnership Scale (PNPPS) was administered to 186 pediatric nurses and 163 parents at eleven children's wards in four hospitals. Data were analyzed using item analysis, factor analysis, Pearson correlation coefficients, and Cronbach's alpha. Results: Thirty-four items were selected for the final scale. Seven factors evolved from the factor analysis, which explained 68.4% of the total variance. The internal consistency, Cronbach's alpha, was .96 and reliability of the subscales ranged from .66 to .93. Conclusion: The PNPPS demonstrated acceptable validity and reliability. It can be used to assess the partnership of pediatric nurses and parents in practice and research.

This descriptive study was performed to identify the relationships among alienation, general social support, and nurses' support for the siblings of children with cancer. The participants were 84 siblings of children with cancer. Alienation was measured by the revised version of Dean's Alienation Scale, and general social support was quantified by the revised version of Dubow and Ullman's Social Support Appraisal Scale. For nurses' support, Murray's Nurse-Sibling Social Support Questionnaire was used. Data were collected from July 2011 to December 2011. The participants' alienation was not particularly high (mean = 42.24 ± 12.72), but psychosocial vulnerability was identified from their answers to open-ended questions. The participants' perceived alienation showed a negative correlation with general social support, but no relationship with nurses' support. Although direct relationships between nurses' support and the siblings' alienation were not found in this study, the siblings perceived that the support of nurses was moderately helpful. Nurses can help siblings by providing support.

Purpose: Prenatal depression is associated with potential negative consequences for the mother and infant. The purpose of this study was to examine pregnant women's stress, and depression and their impact on maternal-fetal attachment and fetal growth. Methods: Data were collected by means of a questionnaire and fetal sonogram from a convenience sample of 166 pregnant women. Results: Women who have a low educational level, poor health and are dissatisfied with their marriage showed low maternal-fetal attachment. Prenatal depression had significant correlations with length of pregnancy and level of stress. Even though correlation between maternal stress and fetal weight (r= -.15, p= .099) and correlation between maternal depression and maternal-fetal attachment (r= -.13, p= .095) were not statistically significant, the impact of the prenatal psychological state of mothers can not be ignored as it relates to fetal health. Conclusion: Maternal-fetal attachment and fetal growth can be affected by maternal emotional state, including stress or depression. These findings suggest that primary care nurses in hospitals and public health centers should provide prenatal depression screening and nursing intervention programs for management and prevention of prenatal stress and depression.

INTRODUCTIONOne of the emerging trends in higher education in Asian countries is English-medium instruction (EMI), which uses English as the primary instructional language [1]. EMI has been widely used across diverse disciplines, including nursing, with the expectation of preparing domestic students for leadership and of attracting promising foreign students in the era of internationalization [2]. In addition to the number of foreign professors and students, the number of English-medium courses (EMCs) is one of the criteria by which Korean colleges are evaluated [3,4]. As of 2013, EMCs comprised 30~40% of the courses offered at prestigious universities in Korea [5].As EMI increases in popularity, the feasibility and effectiveness of this instructional method have received attention from educators and researchers. Although faculty and students agree on the need for EMI and students have benefitted from the instructional method, significant numbers of them have experienced difficulty College of Nursing, Seoul National University, Seoul, KoreaPurpose: An emerging trend in Asian higher education is English-medium instruction (EMI), which uses English as the primary instructional language. EMI prepares domestic students for international leadership; however, students report difficulty in learning, and educators have raised questions concerning the effectiveness of EMI. The flipped learning model (FLM), in which lecture and homework activities for a course are reversed, was applied to an English-medium course offered by a college of nursing in Korea.The aims of this study were to: 1) revise an existing English-medium nursing course using the FLM; 2) explore students' learning experiences and their acceptance of the FLM; and 3) identify key factors in the success of FLM. Methods: We used a descriptive, cross-sectional, mixed-methods design and the participants were students at one nursing school in Korea. A series of course development meetings with faculties from the nursing school and the center for teaching and learning were used to develop the course format and content. We conducted course evaluations using the Flipped Course Evaluation Questionnaire with open-ended questions and focus group interviews. Results: Students (N=75) in a 15-week nursing course responded to a survey after completing the course. Among them, seven students participated in one of two focus groups. Overall, students accepted and favored the flipped learning strategy, and indicated that the method enhanced lecture content and their understanding of it. Factors associated with effective instruction included structured monitoring systems and motivational environments. Conclusion: The FLM requires sufficient preparation to facilitate student motivation and maximize learning outcomes. Choi, Heeseung · Kim, Jeongeun · Bang, Kyung-Sook, et al. comprehending the lectures [3,6]. In a study conducted with 360 undergraduate students in Taiwan, fewer than 6% of the students reported that they understood more than 90% of the lectures and fewer than 25...