Purpose: The aim of this study was to examine the effect of repeated simulation and role rotation in a cardiac arrest simulation on learning immersion, learning confidence, and simulation satisfaction. Methods: This study was the descriptive survey and 199 nursing students completed a cardiac arrest simulation-based education program developed by the researcher. Participants repeated the simulation 3 times. Data were analyzed using time series, ANOVA, t-test with SPSS 21.0 program. Results: Over than 2 times was effective frequency of repetition of simulation. There were no differences in learning immersion, learning confidence and satisfaction after simulation due to rotation. Additionally, there were no differences in satisfaction after simulation. However, participants in the lead nursing role in simulation had less learning immersion and learning confidence compared to those not in the lead role. Conclusion: The results indicate that repeted use of the cardiac arrest simulation improved clinical practice; however, role rotation did not impact learning immersion or learning confidence. Even though there was no effect of role rotation, the results did indicate that experience as a leader in simulation is associated with less learning immersion and confidence. These results suggest the need to carefully debrief the lead nursing student. Further, in order to prevent nursing instructor burn-out and encourage participation of students in learning, future work should examine increased repetition frequency.

ABSTRACT
 Ⅰ. 서론
  1. 연구의 필요성
  2. 연구목적
 Ⅱ. 연구방법
  1. 연구설계
  2. 대상자
  3. 연구도구
  4. 자료수집
  5. 자료분석
 Ⅲ. 연구결과
  1. 일반적 특성
  2. 반복에 따른 임상수행능력
  3. 역할에 따른 학습몰입, 학습자신감,시뮬레이션 실습만족도
  4. 리더경험 유무에 따른 학습몰입,학습자신감, 시뮬레이션 실습만족도
 Ⅳ. 논의
 Ⅴ. 결론 및 제언
 참고문헌

• 최은희(영남이공대학교 간호대학 부교수) | Choi, Eun Hee (School of Nursing, Yeungnam University College) Corresponding Author