This study aimed to identify the relationship between person-centered care competence, empathy, mindfulness, and difficulties in emotional regulation among undergraduate nursing students.

The subjects of this study were 220 undergraduate nursing students from three colleges in Gyeongsangnam-do. Data were analyzed using descriptive statistics, Pearson correlation coefficients, Independent t-test, one-way ANOVA, and Scheffé test with SPSS/WIN 21.0.

The mean scores of person-centered care competence, empathy, mindfulness, and difficulties in emotional regulation were 3.82±0.51, 3.48±0.36, 4.17±0.37, 1.46±0.61, respectively. Empathy (r=.33, p< .001) and mindfulness (r=.14, p=.046) were significantly correlated with person-centered care competence.

The results indicate that variables related to person-centered care competence are empathy and mindfulness. Therefore, educational programs for increasing person-centered care competence should include strategies that can be developed to promote and sustain empathy and mindfulness among nursing students.

This study aimed to develop a simulated educational program on conflict management communication skills and to evaluate the effects of the simulated program on nursing students.

The research design was qualitative and made use of surveys to gather data. Study participants included four professors from different nursing colleges, six registered nurses from different university hospitals, and five 4th year students from a nursing college.

A simulated conflict management program scenario was developed to improve communication skills by presenting four consecutive situations involving a patient, doctor, insurance review staff, and head nurse. The appropriateness of the scenario content, flow, level of the scenario, educational objectives, learner activities, and evaluation tools were verified through expert opinion surveys and pilot tests. This simulated communication program enhanced students’ knowledge and confidence, cultivated communication skills, and provided educational satisfaction by creating an opportunity for them to integrate and apply their knowledge about communication through experiencing communication conflict situations that occur frequently in clinical practice.

The results of the simulated conflict management education program can contribute to nursing students’ communication skills and self-efficacy in terms of inter-professional communication.