Effect of Role Rotation Experience on Learning Flow, Self Leadership and Debriefing Satisfaction of Nursing Students in Simulation Learning

시뮬레이션학습에서 역할교대 경험이 간호대학생의 학습몰입, 셀프리더십 및 디브리핑 만족도에 미치는 효과

  • 서지영 (부산가톨릭대학교 간호학과) ;
  • 최은희 (영남이공대학교 간호대학) ;
  • 이경은 (계명대학교 간호학과)
  • Received : 2017.05.19
  • Accepted : 2017.07.07
  • Published : 2017.07.31


This study examined the effects of role rotation experience on learning flow, self leadership and debriefing satisfaction in nursing students. A non-equivalence control group quasi-experimental study was used and included as participants 203 junior nursing students at Y University. The experimental group (n=103) participated in the teaching class using a role rotation experience, while the control group (n=100) received conventional practice education. The outcome measurements were learning flow, self leadership, and debriefing satisfaction. The collected data were analyzed using a chi-test, and at-test using the SPSS WIN 21.0 program. The total score of learning flow and self leadership were similar in the two groups. On the other hand, in the case of the debriefing satisfaction (t=-2.70, p=.008), the experimental group ($4.24{\pm}0.51$) was remarkably higher than the control group ($4.03{\pm}0.60$). Although the changes regarding the learning flow and self leadership could not be identified, the debriefing satisfaction had been affected by the practice education using the role rotation experience. Therefore, to identify the effects of simulation education for further details, more research with diversified subjects and varied durations is needed.




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