Effect of simulation-based practice program on ACLS study of paramedic students

시뮬레이션을 활용한 전문심장구조술(ACLS) 실습프로그램의 효과 - 응급구조과 학생을 대상으로 -

  • Pi, Hye-Young (Department of Emergency Medical Technology, Daewon University College)
  • 피혜영 (대원대학교 응급구조과)
  • Received : 2013.10.31
  • Accepted : 2013.12.17
  • Published : 2013.12.31


Purpose: The purpose of the study is to confirm the effect of ACLS program using simulations and understanding self-efficacy, practice satisfaction, learning attitude, and interest in ACLS after theory classes and simulation-based practice. Methods: A non-equivalent simulation-based practice post test design was used. The participants were 28 paramedic students. The students participated in simulation-based practice for 3 weeks and conventional instruction class for 12 weeks. Results: The students showed higher level of self-efficacy(p=.043), practice satisfaction(p<.001) and learning attitude(p=.003) compared to the conventional lecture students. Conclusion: Level of self-efficacy after simulation-based practice for ACLS was higher than that of self-efficacy after conventional instruction classes. Level of practice satisfaction was also higher. Academic achievement after simulation-based practice was higher than that in conventional instruction classes.


Education;Patient simulation;Paramedic student


  1. Kwon HR. Study on reality of field practice and improvements by students of dep. of emergency medical technology. Korean J Emerg Med Ser 2002;6(6):15-26.
  2. Baek ML. Implementation effects of emergency trauma patient simulation. Korean J Emerg Med Ser 2011;15(2):43-54.
  3. Hofmann B. Why simulation can be efficient: on the precondition of efficient learning in complex technology based practices. BMC Med Educ 2009;9:48.
  4. Rhodes M, Curran C. Use of the human patient simulator to teach clinical judgement skills in a baccalaureate nursing program. Comput Inform Nurs 2005;23(5):256-62.
  5. Jarzemsky PA, McGrath J. Look before you leap: lessons learned when introducing clinical simulation. Nurs Educ 2008;33(2): 90-5.
  6. Soderberg ES. Advanced cardiovascular life support provider manual. Dallas, TA: American Heart Association, 2011.
  7. Hwang SO, Lim KS. Cardiopulmonary resuscitation and advanced cardiovascular life support. 4th ed. Seoul: Koonja, 2011.
  8. Ilic D. Assessing competency in evidence based practice: strengths and limitations of current tools in practice. BMC Med Educ 2009;9:53.
  9. Os D, DeRosiers A, Britt EJ, Fein AM, Lesser ML, Mehta AC. Assessment of a bronchoscopy simulator. Am J Respir Crit Care Med 2001;164(12):2248-55.
  10. Hoadley TA, Learning advanced cardiac life support: a comparison study of the effects of low-and high-fidelity simulation. Nurs Educ Perspect 2009;30(2):91-5.
  11. Bandura A. Self-efficacy: The exercise of control. New York: Freeman, 1997.
  12. Jude DC, Gilbert CG, Magrane D. Simulation training in the obstetrics and gynecology clerkship. Am J Obstet Gynecol 2006; 195(5):1489-92.
  13. Pittini R, Oepkes Dm Macrury K, Reznick R, Beyene J, Windrim R. Teaching invasive perinatal procedures: assessment of a high fidelity simulator-based curriculum. Ultrasound in Obstetrics and Gynecology 2002;19(5):478-83.
  14. Park JH, Jung E, Ko JK, Yoo HB. Delivery training for undergraduate medical students using birth simulator. Korean Journal of Obstetrics and Gynecology 2008;51(9): 950-6.
  15. Lesley JM, Isabella HM. Evaluating a simulated ward exercise for third year student nurses. Nurs Educ Pract 2004;4(2): 91-9.
  16. Baek ML. Development of Scenario and Evaluation on the Implementation of Head Trauma Simulation. J Korean Emerg Med Ser 2011;15(2):55-66.
  17. Baek ML. Implementation Effects of Emergency Trauma Patient Simulation. J Korean Emerg Med Ser 2011;15 (2):43-54.
  18. Yi YJ. Effects of a blended learning orientation program for clinical practicums of nursing students. J Korean Acad Soc Nurs Edu 2008;14(1):30-7.

Cited by

  1. Effectiveness of Student Learning with a Simulation Program focusing on Cardiac Arrest in Knowledge, Self-confidence, Critical Thinking, and Clinical Performance Ability vol.28, pp.4, 2016,
  2. Continuous effect of advanced cardiovascular life support simulation education according to Felder-Silverman learning style vol.20, pp.3, 2016,