Purpose
This study explored the literature on non-value-added (NVA) activities and non-nursing tasks (NNT). We analyzed domestic and international research trends and examined the types and characteristics of nursing tasks to improve efficiency. Methods: A comprehensive literature search was conducted using RISS, DBpia, PubMed, CINAHL, Medline, and Embase. Relevant studies published up to 2024 were identified using keywords such as “non-value-added activity,” “non-value-added nursing activity,” “non-nursing tasks,” and “nursing.” Results: Analysis of 25 studies revealed that 11 studies focused on NVA activity and 14 on NNT. Direct nursing tasks were classified into eight categories; indirect tasks were classified into seven categories. NVA activities were grouped into five main categories: “personal,” “waste,” “documentation,” “necessary activities,” and “unit-related,” with overlapping subcategories such as “interruption” and “duplicating.” Similarly, NNT were categorized into eight types, including “admission,” “equipment,” and “administrative activities.” Although conceptually distinct, NVA activities and NNT often overlap. Reducing tasks unrelated to essential nursing care significantly improves job satisfaction, patient outcomes, and work efficiency. These findings provide valuable insights for optimizing nursing workflows and enhancing the quality of care. Conclusion: Identifying and reducing NVA activities and NNT enhance nursing efficiency and provide foundational data for improving clinical practice and patient safety.

PURPOSE
This study was done to explore time management behavior and self-efficacy in nursing students and to analyze the correlations between time management behavior and self-efficacy.
METHODS
The data were collected from May 12 to 20 2010 using self-report questionnaires about time management behavior and self-efficacy of nursing students. The data from 508 students were analyzed using descriptive analysis, K-means clustering, and one-way ANOVA.
RESULTS
The mean score for time management behavior was 3.03+/-1.11 out of a possible 5, and self-efficacy was 3.65+/-0.42 out of a possible 6. Four groups were identified according to time management behavior. The four groups were significantly different on self-efficacy total (p=<.05) and self-regulatory efficacy (p=.<005). The group with the highest score for time management had the highest score for self-efficacy.
CONCLUSIONS
The results of the study indicate that time management behavior styles are related to self-efficacy for nursing students. Therefore, time management education programs based on the time management behavior styles are needed to increase self-efficacy in nursing students.

Citations

• THE RELATIONSHIP BETWEEN TIME MANAGEMENT, SELF-EFFICACY AND ACADEMIC SUCCESS LEVELS OF NURSING AND MIDWIFERY STUDENTS AND VARIOUS VARIABLES
  Ümran ÇEVİK
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  Young-Ju Park, Yu-Seok Kim, Su-Jung Park, Ji-Yeon Park, Ji-Hyun Bang, Ji-Won Song, Moonyoung Chang
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• Effects of Core Fundamental Nursing Skills Education on Self-efficacy, Clinical Competence and Practice Satisfaction in Nursing Students
  Mi Young Jho
  Journal of Korean Academy of Fundamentals of Nursing.2014; 21(3): 292.     CrossRef
• Time management behavior, Job satisfaction and organizational commitment in nurses
  Young-Shin Song, Eun-Kyong Ahn, Hee-Sook Sim
  Journal of Digital Convergence.2014; 12(5): 345.     CrossRef