• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.3
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• pp.296-303
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• 2020

This study examined the factors affecting the emergency nursing performance of nursing students during a simulation. The variables related to the simulation were the objective and subjective emergency nursing performance, critical thinking, program outcome, simulation satisfaction, simulation confidence, and simulation immersion. The participants were 92 senior students who provided informed consent with an explanation about attending the study. The general characteristics and simulation-related data were obtained from the students before and after the simulation. An assessor evaluated the objective emergency nursing performance during the simulation and program outcome through a report reviewed after the simulation. Data analysis was performed using the number, percentage, mean, standard deviation, X²-test, one-way ANOVA, Pearson correlation, and progressive regression through the SPSS/WIN 22.0 program. Emergency nursing performance by the assessor was negatively associated with the satisfaction of clinical practice (r=-.31, p=.005) and positively related to the subjective clinical performance (r=.23, p=.036). The affecting rate was just 12%, which was low for explaining the objective emergency nursing performance during the simulation. Further studies will be needed to explore other factors affecting the emergency nursing performance.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.2
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• pp.212-222
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• 2014

Purpose: The purpose of this study was to evaluate the nursing students' clinical judgment skills in simulation using Tanner's Clinical Judgment Model. Method: Forty-five teams of a total 93 nursing students participated in a post-operative patient care scenario using human patient simulator. Data were collected from students' responses in scenario and guided reflective journaling according to the framework of Tanner's model which comprised noticing, interpreting, responding, and reflecting on response. Data were analyzed using descriptive statistics. Results: The students' responses of the situation were in accordance with the goals of scenario, i.e. relieving patient' pain and preventing pulmonary complications. However, most of students needed clinical cues and focused on a given clue to solve the issues. They were lack of ability to collect additional information as well as connect the relevant clues in simulated clinical situation. Conclusion: The nursing students have difficulty in what they notice, how they interpret finding, and respond appropriately to the situation. The simulation training using Tanner's model could provide faculty and nursing students with an effective teaching and learning strategy to develop the clinical judgment skills.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.425-432
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• 2020

This study was to identify the educational needs for mental health nursing among undergraduate nursing students, prioritizing the areas where require extensive convergence learning via simulation. One hundred and forty students completed the survey where data accrued from between March-May 2020. The educational needs for mental health nursing and nursing care schizophrenia patients were assessed using a self-reporting questionnaire, which included 19 and 15 items, respectively. Additional three essay questions were used to obtain information regarding previous simulation education experience. Higher educational needs in nursing care for schizophrenia were identified and the highest-priority need is communication skills. Factors, including realistic experience with standardized patients, teamwork, and feedback from the lecturers, affect positive experiences in mental health nursing simulation. The findings suggest that educational programs to improve communication skills are necessary for better mental health nursing competency. Well-designed and convergence based simulation programs providing real-like clinical experience would ensure optimal learning outcomes.

• Journal of Industrial Convergence
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• v.18 no.6
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• pp.119-127
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• 2020

This study was conducted to confirm the effectiveness of the simulation-based orientation program for students preparing for clinical practice in child nursing for the first time. A quasi-experimental non-equivalent control group, pre-posttest design was used. The subjects were 70 3rd grade nursing students who started clinical practice. The simulation-based orientation was applied to 35 students in the experimental group, and the existing lecture style orientation was applied to 35 students in the control group. Data collection was conducted on the nursing competence, perceived stress, self-efficacy, and communication skills before and after orientation. The collected data were analyzed using the SPSS WIN 23.0 program. As a result of the study, the simulation-based orientation program before child nursing practice of nursing college students was found to improve nursing competence (t=5.390, p<.001). Perceived stress, self-efficacy, and communication skills all increased after practice, but were not statistically significant. Therefore, it is necessary to fully consider the situation of students when constructing and operating the contents of the simulation-based orientation.

• The Journal of Korean Academic Society of Nursing Education
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• v.23 no.2
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• pp.224-235
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• 2017

Purpose: This purpose of this study was to investigate the effectiveness of educational design according to Goal-based Scenario constituent elements such as educational goals, mission, cover story, role, scenario operation, resources, and feedback in simulation training. Methods: The subjects of this study were 130 nursing students in their senior year who enrolled in the simulation exercise I course. They were divided into a total of 10 groups in which less than 20 students were assigned. In order to verify the effectiveness of the simulation training through Goal-based Scenario instructional design, a design of non-equality control group was carried out. Results: The results of this study were as follows: Critical thinking (t=1.81, p=.073) and problem solving ability (t=1.79, p=.076), course satisfaction (t=8.61, p<.001) and academic performance (t=5.48, p=.001) were supported. Conclusion: This study applied a Goal-based Scenario simulation program to present clear objectives for simulating training and to advance learning methods that are appropriate to the current education environment. In addition, this study has significance in presenting an instructional model for various simulated practice education and can be used as useful basic data related to simulated training education.

• Korean Journal of Adult Nursing
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• v.20 no.4
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• pp.548-560
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• 2008

Purpose: This study was conducted to develop a simulation-based education course and to evaluate the results after the application for second year nursing students. Methods: This study was a non-equivalent control pre-post design. Based on the clinical situation scenarios about patients with COPD and MI, a total of two simulation-based learning modules was developed. Pretest and posttest was conducted to evaluate the difference in critical thinking disposition, problem solving, and clinical competence between two groups of 102 students for the experimental group, 2007 and 90 students for the control group, 2006. The experimental group conducted a clinical performance evaluation in the final test, on December 10, 2007. Results: In the experimental group, knowledge related to learning objectives was significantly increased and core intervention was performed almost exactly, but the same result was not observed in domains of analysis of laboratory test, and nursing education for patients. Self-evaluated clinical competence and problem solving level were significantly more improved in the experimental group than control group, but critical thinking disposition level wasn't. Conclusion: In conclusion, a simulation-based education course needs to utilize self-directed learning module like computer-based learning through web contents and MicroSim and video productions for improving nursing students' critical thinking.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.2
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• pp.439-449
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• 2016

The purpose of this study was to identify the effects of simulation-based education regarding care in a cardio-pulmonary emergency care as related to knowledge, critical thinking, and problem solving ability in nursing students. The study was conducted with a nonequivalent control group pre-posttest design. Seventy four participants were assigned to either the experimental group(34) or control group(40). The simulation-based cardio-pulmonary emergency care education included lecture, team-based practice, and debriefing, and it was implemented with the experimental group for a week from September 1 to December 11, 2015. Data were analyzed using chi-square, t-test and ANCOVA by using SPSS 21.0 program. The experimental group who had the simulation-based education showed significantly higher knowledge(F=24.930, p<.001), and critical thinking(F=5.951, p<.05) for cardio-pulmonary emergency care compared with the control group who had traditional education. However, there were no significant differences in problem solving ability(F=3.327, p>.072). The results indicate that a simulation-based education is an effective teaching method to improve knowledge and critical thinking in nursing students learning cardio-pulmonary emergency care. Further study is needed to identify the effect of a simulation-based team positive education program of nursing students.

• Journal of Convergence for Information Technology
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• v.7 no.6
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• pp.1-7
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• 2017

This study examined the effects of simulation-based practice on competence and satisfaction in nursing students. We collected the data from 189 4th grade nursing students. Simulation-based practice was conducted from August 28th to November 27th, 2015. The collected data were analyzed by SPSS 21.0 program. As the result of simulation-based practice, significant improvement was found in competence (t=-14.42, p<.001) and satisfaction($4.53{\pm}.58$). Simulation-based practice can help students to improve their overall abilities in clinical practices and increase their satisfaction in result. Therefore we suggest that more systematic and continual simulation-based practice should be applied in nursing education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.177-189
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• 2016

This study examined the effectiveness of maternity nursing simulations using a high-fidelity simulator for undergraduate nursing students. One-group pretest-posttest design was used. The simulation-based education program consisted of three sessions, including the clinical scenarios about prenatal, childbearing and postpartum care. The program provided for 3 weeks in November 2014. Data was collected before and after the simulation education using self-reported questionnaires, which included simulation effectiveness, problem solving ability, communication skills and self-confidence in maternity nursing. The data of 83 participants were analyzed using the IBM SPSS 20.0 program. After simulation education, the overall score of the simulation effectiveness was 17.4 out of 26.0. Communication skill (t=4.58, p=<.001) and self-confidence in maternity nursing (t=9.70, p=<.001) increased significantly in the posttest. On the other hand, there was no significant change in the problem solving ability. The simulation effectiveness correlated significantly with the problem solving ability (r=.494, p<.001), communication skill (r=.361, p<.001), and self-confidence in maternity nursing (r=.497, p<.001) after simulation-based education. These findings suggest that the high-fidelity simulation in maternity nursing education could be used not only to enhance the nursing competency, but also to deal with the limitations of the clinical practicum in the current situation.

• Physical Therapy Rehabilitation Science
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• v.13 no.1
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• pp.18-25
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• 2024

Objective: This study is a single-group pre-post experimental study to determine the effects of simulation-based practice education on nursing students' self-efficacy, performance confidence, and educational satisfaction. Design: Single-group pre-post experimental studies Methods: This study was conducted from September 1, 2023 to November 30, 2023 for nursing undergraduate students in a simulation based practical education program. The subjects were provided with learning materials about an acute myocardial infarction case with chest pain for preliminary learning. After that, they were divided into teams of 6 people and asked to do self-study for 2 hours per team, twice a week, before conducting simulation practice. For the simulation based practical education, the participants were divided into 9 teams of 6 people each, and each team had 10 minutes for orientation, 15 minutes for scenario operation, and 50 minutes for debriefing. Results: After the simulation based practical education, self-efficacy increased statistically significantly from a mean of 3.51 before training to a mean of 3.80 after training (t=-2.12, p=0.038). However, there was no significant difference in performance confidence. There was a significant positive correlation between self-efficacy and performance confidence (r=0.62, p<0.001) and training satisfaction (r=0.67, p<0.001) after the simulation based practical education. Self-confidence was also significantly correlated with educational satisfaction (r=0.76, p<0.001). Conclusions: The results of this study showed that utilizing simulation-based practical education can increase nursing students' self-efficacy, which positively affects their performance confidence and educational satisfaction. Therefore, simulation-based practical education is an effective nursing education method that can improve nursing students' practical skills.