• Journal of the Korea Convergence Society
• /
• v.12 no.10
• /
• pp.333-342
• /
• 2021

The purpose of this study is to compare the differences in transfer motivation and learning self-efficacy before and after applying virtual simulation for nursing in psychiatric nursing practice, and to provide them as basic data for effective psychiatric practical education. This study was conducted from October to December 2020. The subjects were 41 people who were enrolled in the third year of a located in U city, and who had received psychiatric nursing practice education using virtual simulation for nursing. Data were analyzed by paired t-test and pearson's correlation coefficient. After practice compared to before psychiatric nursing practice with virtual simulation nursing applied, transfer motivation was significantly increased and learner self-efficacy increased, but it was not statistically significant. Therefore, It was confirmed that psychiatric nursing practice education using virtual simulation for nursing is partly an effective practice strategy.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.25 no.3
• /
• pp.289-299
• /
• 2019

Purpose: This study aimed to examine the effects of simulation-based education on nursing knowledge, anxiety, and clinical performance ability in nursing students before their first clinical practice. Methods: Third-year university students who had not yet entered their first clinical practice were recruited to participate in the study. Nineteen students formed the experimental group and participated in simulation-based education for 7 sessions. The 19 students in the control group were provided with clinical practice orientation in the form of traditional lectures. Outcome measures assessed nursing knowledge, clinical practice anxiety, and clinical performance ability. Data were collected before and immediately after the simulation-based education and after six weeks of clinical practice. Results: Nursing knowledge and clinical anxiety were not statistically significant between the groups. However, there was a significant improvement in the clinical performance abilities of the experimental group. Among the subcategories, the ability to apply the nursing process and the ability to educate and cooperate were shown to maintain significant differences from the control group by the end of the six weeks of clinical practice. Conclusion: The simulation prior to nursing students' first clinical practice could be useful to improve clinical performance ability. Nursing educators should consider building programs to reduce anxiety and improve performance ability through simulations.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.12
• /
• pp.8176-8186
• /
• 2015

This research was conducted for the purpose of developing a high-fidelity simulation education program, applying it to clinical field and analyzing this program's effect on nursing college students in order to solve problems being caused from the gap between the adult nursing theoretical class and practical education. As the analysis method, this study developed a scenario including an algorithm for caring hyperkalemia patients, the evaluation check list, and debriefing according to the adult nursing theoretical class's learning goal and measured the high-fidelity simulation program's effect in using the non-equivalent control group pre-test and post-test design. As the results from the analysis, there secured the simulation education program's general properties and dependent variable's homogeneity in the experimental group and the control group. The nursing simulation practice program for hyperkalemia patients showed slight effect on the experimental group compared to the control group in fields such as nursing practice ability, problem solving ability, critical thinking skills, self-confidence of nursing, and knowledge. (t=-83.313, p<.001, t=-3.169, p=.003, t=-2.473, p=.017, t=-4.036, p<.001, t=-5.044, p<.001). High-Fidelity simulation programs in conjunction with an adult nursing theory classes of nursing students nursing practice ability, problem solving ability, critical thinking skills, self-confidence of nursing, and knowledge. This simulation program may be an effective educational method for nursing practice and also support improved quality of nursing education.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.23 no.3
• /
• pp.330-340
• /
• 2017

Purpose: This study was conducted to explore the relationship between simulation-based clinical judgment and performance ability for tracheal suction in nursing students. Methods: With a convenience sampling, 207 nursing students participated in this descriptive study. Lasater clinical judgment rubric was used for self-reported clinical judgment in addition to observe the skill of tracheal suction using a checklist. Data were analyzed by descriptive statistics, t-test and Pearson's correlation coefficients using the SPSS/WIN 22. Results: A scenario with pneumonia patient was developed to observe the skill of tracheal suction during simulation-based practices. Then self-reported clinical judgment was scored. The mean score of total sum of clinical judgment, total mean of clinical judgment, and performance skill were $36.44{\pm}4.82$, $13.44{\pm}1.71$, and $42.32{\pm}5.05$, respectively. Statistically, students having good skills in suction showed significant differences in clinical judgment of interpreting (p=.031) compared to students having fair skills. Conclusion: The results of this study show that a structured debriefing method utilizing Lasater clinical judgment rubric is helpful. Also, simulation-based practice related to adult nursing in the respiratory system was useful for increasing the core basic skills among nursing students.

• Journal of Korean Critical Care Nursing
• /
• v.3 no.2
• /
• pp.61-76
• /
• 2010

Purpose: This study was aimed to construct an algorithm of dyspnea emergency care and develop a simulation scenario for emergency care of dyspnea based on the algorithm. Methods: The first stage of this methodological study was to construct a preliminary algorithm based on a literature review, and content and clinical validity were established. Reflecting the result of content and clinical validity for this preliminary algorithm, simulation scenario was developed based on the modified Bay Area Simulation Collaborative scenario template. The content validity of this scenario was established, and clinical applicability was tested by applying this scenario to nurses. Results: The final simulation scenario of emergency care of dyspnea consisted of scenario overview, curricular integrity, and scenario script. The scenario was proceeded on 7 phases of the algorithm as follows; initial assessment, immediate emergency care, reassessment of dyspnea, monitoring respiratory failure, checking pulse if respiratory failure occurs, decision making on cardiopulmonary resuscitation or intubation, determining a differential diagnosis according to origin of dyspnea. Conclusion: The simulation scenario of emergency care of dyspnea developed in this study may provide a strategy of simulation education for emergency care of dyspnea for nurses.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.25 no.3
• /
• pp.300-311
• /
• 2019

Purpose: The purpose of this study was to review and synthesize the existing literature on the experience of nursing students in simulation. Methods: A systematic review was undertaken using meta-ethnography. Eight databases were searched up to January 2014 for peer-reviewed studies, written in Korean and English, that reported primary data, used identifiable and interpretative qualitative methods, and offered a valuable contribution to the synthesis. Results: Nine studies were identified, with quality appraisal undertaken. Three key concepts were generated: ambivalence of simulation practice, learning by reflection, and building up of the competency as a future nurse. Six sub-concepts emerged: double sidedness of simulation setting; feeling ambivalence of simulation; learning from others; learning from self-reflection; improvement of confidence by role experience; and internalization of nursing knowledge. A line of argument has been developed based on the themes generated. Conclusion: The findings from this qualitative synthesis and other related literature indicated the importance of capability of educator and extension of the simulation system to facilitate effective simulation-based education.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.4
• /
• pp.2329-2337
• /
• 2015

The purpose of this study was to develop a communication simulation and evaluate its applicability of curriculum of community health nursing for nursing students. This study used one- group pretest-posttest design and participants were 35 junior nursing students. Data was collected through self-reported questionnaires of communicative competence and satisfaction and analyzed using paired-t test and descriptive statistics. There was no change of overall mean score of communicative competence, though the simulation program related to communication of community health nurses was developed and the score of satisfaction after the simulation was 4.4 out of 5. In the categories of communicative competence, the score of role competence was increased after simulation(p<.001) but interpretive competence was decreased(p=.029). And others were not significant changes. As these results, the developed simulation program was applicable to community health nursing course, but further consideration is needed about strategies of simulation to increase communicative competence.

• Journal of Digital Convergence
• /
• v.20 no.2
• /
• pp.563-571
• /
• 2022

This study aimed to examine the effects of simulation-based neonatal nursing care education on the communication competence, self-efficacy, clinical competency. A one-group pre-and post test design was used. A total of 122 students participate. Data was collected from May 3 to June 4, 2021, using self-report questionnaires only for students who understood the purpose of the study and gave written consent to participate. For the simulation-based neonatal nursing care education, a total of three steps of preparation for scenario implementation, scenario implementation, and debriefing were applied in groups of 3-4 people of 4.5 hours. As a result of this study, it was found that the simulation-based neonatal nursing care education had statistically significant improvement in communication competence, self-efficacy, clinical competency. Through the results of this study, it was confirmed that simulation-based education in the nursing care of children can be an effective teaching-learning method that can supplement the observation-oriented clinical practice of child nursing for nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.4
• /
• pp.525-537
• /
• 2020

This study aimed to determine the current state and characteristics of simulation-based operating processes in nursing education based on the Jeffries theoretical framework in South Korea by taking an integrated look at study findings in order to provide a scientific basis for future simulation-based operating processes. We searched eight databases, including the Korea Education and Research Information Service, National Library, Korean Studies Information Service System, National Digital Science Library, Korea Institute of Science and Technology Information, KOREAMED, and Korean Medical Database, using terms "simulation" and "nursing" as keywords in November 2017 in the Korean language. Sixteen studies were identified, reviewed, and appraised in this integrative review. The literature was categorized into these themes: general study characteristics, operation method, teaching and learning methods, subject characteristics, outcome variables, and theoretical framework. The simulation processes in nursing education in South Korea that were analyzed in this study did not fully reflect the main concepts suggested in the NLN Jeffries simulation framework. Thus, simulation program developers need to consider and incorporate a variety of strategies, based on the identification of essential components, to improve simulation effectiveness.

• Journal of East-West Nursing Research
• /
• v.26 no.2
• /
• pp.130-138
• /
• 2020

Purpose: This study aimed to evaluate the effects of team-based simulation training (TBST) on patient safety confidence and nursing competency among nursing students. Methods: This study used a one group pretest-posttest design. Among the senior nursing students enrolled in an academic course in one nursing school, the convenience sample of 114 students was recruited. Participants received 15-session TBST (2 hours per session) over 8 weeks and completed the patient safety confidence and nursing competency scales, and a questionnaire of participants' responses to TBST. Data were analyzed using a descriptive statistics test, a paired t-test, and Pearson correlation coefficients. Results: The results of this study showed that patient safety confidence and nursing competency significantly improved after TBST and there was a positive correlation between these variables. Conclusion: The findings indicate that TBST is effective for improving nursing students' patient safety confidence and nursing competency, and thus, team-based strategies can be useful to attain the goals of nursing education. Furthermore, the results of this study suggest further research to refine the relations between patient safety and nursing competency.