Purpose: This study aimed to develop a faculty development program for nursing simulation on perceived knowledge, confidence, and competence, and then evaluate its effects. Method: A one-group pretest–posttest design was used. The eight-hour program covered simulation education theory, scenario design and development, simulation design and operation using patient simulators and standardized patients, debriefing, curriculum integration, simulation evaluation, and faculty development. Thirty-eight participants completed a self-administered questionnaire. Data were collected in August 2021. The study used paired t-tests to analyze differences in perceived knowledge, confidence, and competence before and after the application of the program. Results: The participants were generally satisfied with this program. The results indicated that knowledge, confidence, and competence for nursing simulation significantly improved. Conclusion: The faculty development program positively affected simulation instructors’ knowledge, skill, and attitude. Therefore, this validated and standardized training program can be used for training simulation faculty members at universities and institutions. It can not only reduce the cost and effort required for faculty development at each university but also ultimately contribute to the spread of nursing simulation.

Purpose: This qualitative phenomenological study aims to understand how nursing students interpret their experiences with handover education using concept maps in simulation-based nursing education. Methods: Data were collected from September 18, 2021 to April 6, 2022, through in-depth one-to-one interviews with 11 nursing students. Interviews, which were conducted once or twice, lasted for 30 to 45 minutes per session. The main interview question was “How do you make meaning of your experiences with handover education using concept maps in simulation-based nursing education?” The collected data were analyzed using content analysis. Results: Three categories of were identified: actively engaged with students, addressed the reality of handover education, and there are two sides to handover education. The participants in this study require systematic education on the take-over method and process that can integrate and structure the continuity and thinking necessary for nursing work. Conclusion: Handover education using concept maps in simulation-based methods should be adapted according to the abilities of nursing students and their contextual needs. Future studies using large sample sizes and multiple settings should substantially evaluate the impact of handover education programs using concept maps on clinical outcomes.

Purpose: This study aims to improve nursing students’ competency through evidence-based nursing simulation education. Simulations included blood transfusion care for cancer patients, pneumothorax post-op care, and blood pressure control for hypertension care. Moreover, the study investigated the effects of simulations on anxiety, self-confidence, and student satisfaction with the learning experience. Method: Participants completed a survey on student satisfaction, self-confidence, and anxiety. A prospective, one-group, pre- and post-test design of 135 fourth-grade nursing students was used. A simulation scenario was developed according to the design. It consisted of pre-briefing, practice, serial tests, and debriefing. A simulation of three scenarios comprised blood transfusion care for cancer patients, pneumothorax post-op care, and blood pressure control for hypertension care. Twenty hours of evidence-based nursing simulation practicum consisting of three scenarios dealing with major adult diseases was conducted. Result: Students showed significant improvements over time in self-confidence (t=4.67, p<.001), student satisfaction (t=3.94, p<.001), and anxiety (t=-4.63, p<.001) after the evidence-based nursing simulation. Conclusion: Simulation of evidence-based education may be a useful and effective learning strategy. Nursing educators can design evidence-based simulation programs to improve educational effectiveness.

Purpose: This study reviews trends in the development of nursing simulation evaluation instruments and their characteristics in South Korea. Methods: Published and unpublished studies were analyzed using Korean electronic databases, such as the Research Information Sharing Service, the National Library of Korea, and the Korea Institute of Science and Technology Information. The keywords for the search included “nursing,” “simulation,” “instrument development,” “evaluation,” “validity,” and “reliability.” Results: A total of 16 studies and 17 evaluation instruments from between 2012 and 2022 were included and categorized. The participants included junior or senior undergraduate nursing students. The evaluation was conducted through observation and self-report and classified into cognitive, psychomotor, and affective domains. Only one instrument used for observation was measured for intra-rater reliability. Overall, 35.3% of the instruments integrally evaluated the cognitive, psychomotor, and affective domains, and 23.5% only reported one type of validity. Conclusion: The results indicate that the instruments insufficiently reflect the various learning outcomes of simulation education. Therefore, future research should be conducted to develop simulation evaluation instruments to evaluate integral learning areas according to the learning goals and examine their validity.

Purpose: Room of Errors is a little-known method in Korea, effective for patient safety education. This study aimed to examine nursing students’ recognition of pre-staged medical errors while working as individuals or in a team. Methods: Thirty-four errors for a pre-op care scenario and thirty errors for a post-op care scenario were pre-set in two simulated patient rooms. Fifty-six nursing students randomly participated as individuals or as a team in one of two “Room of Errors” to find as many errors as possible within a certain time. The evaluation of error detection and debriefing occurred immediately following the simulation. Results: “Wrong patient name on wrist band” (77-100%) and “bedside rails down” (91-100%) were the most frequently identified errors by both individuals and teams. Few students found “injection of a drug to which the patient is allergic” (0-9%) and “administration of a contraindicated drug to the patient” (0-7.7%). The performance of students working in a team was much better than those working alone. Conclusion: This study found that “Room of Errors” provided very experiential and practical learning to nursing students in identifying simulated patient threats. The method is also useful for interprofessional patient safety education to develop teamwork and communication.

Purpose: This was a qualitative study using a phenomenological research method. It was conducted to investigate the essential meaning of nursing students’ experiences participating in simulation education with standardized patients. Methods: This study’s research participants included 16 senior employees in the nursing department of two universities. They had experiences participating in simulation education with standardized patients. This study was conducted from June 1 to December 31, 2021, and the data were analyzed using Colaizzi’s (1978) phenomenological method. Results: After analyzing the meaning of simulation experiences with the standardized patients, 101 meaning formations were deduced. From this, 13 theme, 4 theme clusters and 2 categories—effective lesson, tasks to solve. Conclusion: Simulation with standardized patients is a recent approach that has been actively applied in simulation-based learning in nursing colleges. This study conducted qualitative research on students’ experiences with standardized patients and analyzed essential meaning of the experiences. Therefore, it is recommended that simulation education content with standardized patients is developed. This can be achieved by optimizing the advantages of standardized patients with various clinical cases in other subjects besides psychiatry.

Agrophotovoltaic (APV) system is an integrated system producing crops as well as solar energy. Because crop production underneath Photovoltaic (PV) modules requires delicate management of crops, smart farming equipment such as real-time remote monitoring sensors (e.g., thermometers, irradiance sensors, and soil moisture sensors) is installed in the APV system. This study aims at introducing a simulation-based decision support system (DSS) for smart farming in an APV system. The proposed DSS is devised to provide a mobile application service, satellite image processing, real-time data monitoring, and simulation-based performance estimation. Particularly, an agent-based simulation (ABS) is used to mimic functions of an APV system so that a data-driven function and digital twin environment are implemented in the proposed system. The ABS model is validated with field data collected from an actual APV system at the Jeollanamdo Agricultural Research and Extension Services in South Korea. As a result, farmers and engineers enable to efficiently produce solar energy without causing harmful impact on regular crop production underneath PV modules. In addition, the proposed system will contribute to enhancement of the digital twin technology in the field of agriculture.

The lane departure warning device can not detect the lane to be driven in the future by sensing the departure of the lane passing by during driving and warning the driver. Considering the safe operation of the truck, it is also expected that the departure of the future lanes according to the dynamic weight and speed of the current truck should be predicted. This study attempted to predict whether or not to deviate from the lanes of curved roads to be driven in the future according to the current dynamic driving weight and speed in consideration of the safe driving of trucks.

국내외로 첨단 ICT 융합기술이 농업 분야에 적용되기 시작 하면서, 시설원예 설비들이 고도화되고, 스마트팜 구축 기술 및 인력이 축적되기 시작하였다. 그러나 우리나라 농촌의 경 우, 농업생산 연령의 고령화, 국내 농촌 인구의 지속적인 유출, 저출산 등으로 인하여 스마트팜 확대 및 적용에 어려움이 많 은 실정이다. 따라서 공간 및 시간에 구속을 받지 않는 간편한 농업인 교육 프로그램이 필요하며, 최근 부상하고 있는 시뮬 레이션 기술을 활용한다면 농업 교육용 시뮬레이션 툴 개발도 가능할 것으로 판단된다. 온실 환경 제어 모델을 이용한 시뮬 레이션은 다양한 지역과 기상 조건 하에서 대상 온실의 열과 물질에너지의 상호작용을 합리적으로 예측할 수 있게 해준다. 본 연구에서는 온실 환경 제어 모델을 활용하여 외부 기상 데 이터를 통해 온실의 환경 변화를 예측하고 가상의 환경 제어시스템을 통해 환경 제어 시 필요한 에너지값들을 시뮬레이션 할 수 있었다. 이러한 결과를 통해 이용자가 직접 맞춤형 환경 제어를 할 수 있도록 편의성을 고려한 사용자 인터페이스를 구축할 것이며, 실제 파프리카 재배 온실의 제어 요소들을 반 영할 수 있도록 설계될 것이다. 농업용 교육 시뮬레이션 툴을 최근 활발하게 연구가 이루어지고 있는 작물 생육 모델링 기 술 및 전산유체역학 기술과 융합하면 더욱 타당한 결과를 보 일 것이다.

블록 매칭 및 3D 필터링(BM3D) 알고리즘은 단일 필터의 문제점을 보완하기 위하여 non-local means 기반으로 만들 어진 융합형 노이즈 제거 알고리즘이다. 하지만, 그 수식 인자의 조절에 관한 연구는 이루어지지 않고 있어 본 연구에서는 자기공명영상에서 발생하는 Rician 노이즈를 제거하기 위해 BM3D 알고리즘의 평활화 정도를 결정하는 노이즈 전력 스펙 트럼 밀도(noise power spectrum density,  )에 대한 최적화를 진행하고자 하였다. MRiLab 시뮬레이션 프로그램을 이 용하여 뇌 조직을 모사할 수 있는 뇌척수액(cerebrospinal fluid, CSF)/회색질(gray matter, GM)/백질(white matter, WM) 팬텀의 T1 강조영상을 획득하였고, 노이즈 레벨이 0.1, 0.15, 0.2, 0.25, 그리고 0.3인 Rician 노이즈를 각각 부가 한 후, BM3D 알고리즘의  값을 0.01부터 0.99까지 0.01씩 증가시키며 각각의 노이즈가 부가된 영상에 적용하였다. 정량 적 평가를 통해 최적화 값을 선정하기 위하여 CSF, GM, WM, 그리고 배경 영역에 관심 영역을 설정한 후 조직별 신호 대 잡음비(signal to noise ratio, SNR), 총 변동계수(coefficient of variation, COV), 그리고 평균 제곱근 오차(root mean square error, RMSE)를 측정하였다. 결과적으로, 조직별로 계산된 SNR, COV, 그리고 RMSE를 종합적으로 평가 했을 때 모든 조직에서 노이즈 레벨 0.1부터 0.3까지 증가함에 따라  값 또한 함께 증가하는 경향이 나타났으며 일정  값 이상에서는 노이즈뿐만 아니라 영상신호까지 함께 제거되어 개선 폭이 감소하는 것으로 관찰되었으며, 노이즈 레벨에 따라 각각 0.09, 0.13, 0.17, 0.21, 그리고 0.25의  값이 설정된 BM3D 알고리즘이 적용되었을 때 가장 합리적인 영상 특성을 보이는 것으로 나타났다. 결론적으로, 효과적인 노이즈 제거를 위해서 고정된 값이 아닌 노이즈 레벨에 따른 적합한 값을 적용해야 함을 증명할 수 있었다.

최근 디지털 의상으로 제품을 만드는 것이 활성화됨에 따라서 삼차원 공간의 컴퓨터 그래픽을 이용하는 게 임엔진을 및 3D Tool로 샘플을 만들기 시작했다. 이러한 트렌드에 따라서 밴드 기업들은 디지털 의류 모델 을 화상 회의 프로그램을 이용하여 협업하기 시작했다. 하지만 화상 회의에서의 원격화면 공유 기능은 각 공유자의 바탕화면 혹은 각 사용자가 사용하고 있는 데스크탑에 보여지는 화면만을 공유하여 발표화면을 보여주는 기능에 그치고 있어 협업작업에서 필요한 사용자 간의 상호작용을 지원하기에는 부족한 점이 있 다. 본 연구에서는 디지털 의상 협업 작업 시 화상 회의를 사용함에 있어서 불편한 점들을 개선하고 회의를 효율적으로 진행하기 위한 Framework를 제작했다. 프레임워크 제작을 위해 Unity3D 게임엔진과 WebRTC 그 리고 Javascript를 사용하였으며, 중계서버 제작을 위하여 클라우드 AWS 서비스를 사용했다. 시연 결과 화상 회의 참여자들은 스크린에 인터랙션을 할 수 있었으며 따로 프로그램을 설치할 필요가 없었다. 그리고 최대 해상도를 1440p까지 높여 기존의 화상 회의에서의 화질을 더 개선할 수 있었다. 해당 시연 결과를 통하여 기존의 다른 화상 회의 앱과 기능들을 비교하여 제안한 Framework의 효용성을 검증했다.

In order to analyze the pressure drop of the fluid passing through the hydraulic coupler, a flow model using the Computational Fluid Dynamics (CFD) analysis technique was developed and the fluid flow rate and pressure distribution inside the coupler were analyzed. The analysis model was corrected by comparing the pressure drop measurement using a 6.35mm hydraulic coupler with the ISO reference value and the simulation prediction value. Using the calibrated model, the flow rate and pressure drop of 13 types of hydraulic couplers distributed on the market were analyzed, and their performance was determined by comparing them with ISO reference values. In the case of type A coupler, the pressure drop was generally higher than the ISO reference value, and in the case of type B coupler, the pressure drop was similar to or lower than the ISO reference value. It was confirmed that the complex flow analysis inside the hydraulic coupler could be easily performed through computational fluid dynamics (CFD) modeling, and based on this, problems could be identified and performance could be improved performance.

Hydro-forming technology is a technology that will replace the existing press-forming technology and is used in various industry range from automotive parts to electronic products. The advantage of this technology is that it has dramatically changed the existing processing method, and it can be said that the process reduction due to the reduction of parts, cost reduction, and high precision are mentioned. In this study, it is intended to present a design process using computer simulation by changing the sub-frame for automotive parts produced with the existing press forming technology to the hide-forming method. To this end, it is intended to use it as part design data by comparatively analyzing the cross-sectional shape and thickness reduction, which are the major factors necessary to determine the successful development of the developed parts.

Purpose: This study aimed to explore the meaning of simulation practice after experiencing virtual simulation for nursing students with clinical practice experience. We attempted to determine a nursing simulation strategy as an alternative to the clinical practice in the COVID-19 pandemic. Methods: The participants were seven nursing students who experienced clinical practice and completed alternative virtual simulation practice in the COVID-19 pandemic. The data were collected through in-depth interviews and analysed using the phenomenological methodology. The key question was “what is the meaning and nature of child health nursing practice using virtual simulation in the COVID-19 pandemic?” Results: The significant statements were categorized into 14 themes, 7 theme clusters, and 2 categories. The categories extracted were “a sense of difference between virtual and reality” and “experience systematic learning transfer.” Conclusion: Practical education through nursing simulation is important for students to experience a systematic and efficient learning. Additionally, simulation educators should produce various efforts to help students achieve the learning outcomes, such as scenarios, class environments, and instructor preparation, to reduce their sense of separation from practice.

Purpose: This study aimed to construct and test a hypothetical model to explain predictive factors affecting nursing students' satisfaction and self-confidence in simulation-based education based on the National League for Nursing Jeffries Simulation Theory. Methods: A cross-sectional study was conducted on 305 fourth-year nursing students with experience in simulation-based education enrolled at universities in Gangwon-do, Gyeongsangbuk-do, and Gyeonggi-do. Data were analyzed using SPSS 25.0 and AMOS 25.0. Results: The hypothetical model showed good fit with the empirical data: χ2/df 2.17, RMSEA=.01, RMR=.01, GFI=.95, AGFI=.91, NFI=.94, TLI=.95, CFI=.97, and PNFI=.68. Simulation design characteristics, teaching efficiency, and flow were found to affect satisfaction and self-confidence directly. A bootstrap test indicated that teaching efficiency and flow mediated the relationship between simulation design characteristics and satisfaction and self-confidence. Conclusion: Simulation educators should apply best practice that enhance teaching efficiency and flow through well-organized simulation designs, nursing students can attain satisfaction and self-confidence through simulation-based education.