Purpose: This paper is a review of interventions designed to promote self-awareness in the nursing area. The specific purpose was to analyze the general characteristics of self-awareness intervention studies, intervention contents, and the effects of the studies in order to present basic information for developing self-awareness interventions in the nursing area. Methods: Using "nurse/nursing" and "self-awareness" as key words, the researchers searched six electronic databases. The method proposed by Whittemore and Knafl was used. Results: Seventeen studies met the inclusion criteria. The most common research design was quasi-experimental. Nine quasi-experimental studies (52.9%), 7 qualitative studies (41.2%), and 1 mixed methodology study (5.9%) were analyzed. Most studies used group intervention and student nurses as participants. The interventions were revealed to be effective in enhancing participants' self-awareness. The reflection method was used in most intervention approaches. Conclusion: To provide therapeutic nursing care, having self-awareness is important. Future research with well-designed clinical trials applying self-awareness intervention needs to be conducted to enhance self-awareness in the nursing area.

Background: The purpose of this study was to review simulation program for Korean nursing students. Methods: Whittmore and Knafl's integrative review methods were used. Peer-reviewed articles published in either Korean or English were included in this review. Authors followed the four steps that Whittmore and Knafl specified: Clarify the purpose of the study; search for and select articles; evaluate the selected articles; and analyze and interpret the articles. Results: The search yielded 173 articles, 8 of which met the criteria and were included in the review. All of the selected studies had a non-equivalent control group pretest-posttest design. Simulation programs varied from 1 to 10 sessions. Although all of the simulation programs included assessments of communication ability, improving communication ability was not included in the simulation program context. Conclusions: Most of the selected studies adopted disease-focused care simulation programs and measured communication skill changes as one of the effects of the program. Either a simulator or a standardized patient was used in the simulation programs. However, most of the studies did not address communication ability or competence in the content of the program. Therefore, in-depth communication skills to build relationships with patients and caregivers needs to be included in the simulation program content.

Due to the high social interest in suicide, suicide prevention education is becoming more popular. However, as a result of analyzing the content of suicide and suicide prevention education, it is not an education that can actually help in terms of suicide prevention. It only conveys knowledge about suicide. Analyzing the underlying factors of people who committed suicide, they complain of an inner emptiness and an existential emptiness, a feeling of lack of value, purpose, and meaning in life. Therefore, suicide prevention education should include the contents dealing existential emptiness. In order to do that, logotherapy will be the key to the new suicide prevention education, since it includes the true meaning in life. By examining the basic concepts of logotherapy, such as pain, responsibility, and freedom of will, we can complement the lack of existing education. This will help to recognize the creative, experiential, and attitude values, which are ways to discover the meaning of life in the program, and realize them in life. We present the method of applying the logotherapy method to short-term and long-term education of suicide prevention education. Also we identified what needs to be dealt with in each age group. In addition, by presenting a suicide prevention education program for parents of teenagers, we are looking for ways to utilize it.

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